http://digilib.uin-suka.ac.id/id/eprint/79364 2026-10-26T02:24:01Z info:eu-repo/semantics/descriptiveMetadata https://digilib.uin-suka.ac.id/id/eprint/79364/ THE ROLE OF TBM RUMAH ASA IN GROWING SCIENCE LITERACY OF KARANGKAJEN SCIENCE VILLAGE COMMUNITY, YOGYAKARTA CITY M. Aminullah, NIM.: 21101040098 025.56 Literasi Informasi TBM Rumah Asa is a non-profit social organization that, in addition to providing access to information sources through reading materials for the Karangkajen community, actively organizes science-based activities and programs. This research aims to identify the role of TBM Rumah Asa in growing scientific literacy among the community in Karangkajen Village, Yogyakarta City. This research uses a qualitative method with a case study approach. The informant selection technique used a purposive sampling technique, with a total of 4 people including the manager as the primary source and several community members as supporting data sources who met the following requirements: 1) having been involved in science activities, 2) having accessed information sources at the Rumah Asa Community Learning Center, 3) being community leaders. The data collection techniques employed in this study included interviews, observation, and documentation. Data validity testing was conducted using the following methods: credibility test, transferability test, dependability test, and confirmability test. Data analysis was conducted by reducing, verifying, and drawing conclusions that drew inspiration from PISA for the research work. The results of this study indicate that the community in Karangkajen Science Village plays a role as a facilitator, educator, and innovator in promoting scientific literacy. In PISA, the role of TBM Rumah Asa is as a facilitator: 1) Context, TBM provides access and means of activity; 2) Knowledge, ensures participants have the opportunity to learn directly; 3) Competence, encourages active participation; 4) Science Identity, creates an inclusive environment. As an educator, 1) Context, delivers material; 2) Knowledge, provides explanations of relevant scientific concepts; 3) Competence, trains participants' skills; 3) Science Identity, builds self-confidence. As an Innovator based on PISA, namely: 1) Context, developing activity formats; 2) Knowledge, presenting new learning methods; 3) Competence, refining learning techniques; 4) Science identity, inspiring participants to become agents of change and creators of new science ideas that are relevant to environmental or social problems around them. 2025-08-07 Thesis NonPeerReviewed text en https://digilib.uin-suka.ac.id/id/eprint/79364/1/21101040098_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf text en https://digilib.uin-suka.ac.id/id/eprint/79364/2/21101040098_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf M. Aminullah, NIM.: 21101040098 (2025) THE ROLE OF TBM RUMAH ASA IN GROWING SCIENCE LITERACY OF KARANGKAJEN SCIENCE VILLAGE COMMUNITY, YOGYAKARTA CITY. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA. info:eu-repo/semantics/objectFile info:eu-repo/semantics/objectFile info:eu-repo/semantics/humanStartPage