The Trend of Library Development in Indonesia and the Effects on Literacy Skills in Schools

: This study has the purpose of explaining the trend of library development in Indonesia from 2017-2021, studying the significance, and analysing the effects on the development of literacy skills in schools. This study was designed as a quantitative descriptive, comparison, and correlational analysis. The results of this study indicate that the trend of Library Growth in Indonesia continuously increased except in 2018 due to a regrouping policy for primary schools. Secondly, the library growth in Indonesia has shown a significant difference each year in public and private schools. Although in 2018, there was no significant difference in terms of the average percentage of library growth for schools in both public and private environments, what happened in 2019 and 2020 showed different things. Both public and private school libraries have demonstrated significant differences in the average percentage growth of libraries to schools in 2019 and 2020. Even in 2021, the average accumulation percentage of growth in the number of libraries in public schools is already above 90%, while in private schools, it is still below 90%. Lastly, a significant moderate positive relationship between the national average libraries to school ratio and Alibaca Index/Reading Literacy Score means that a library's presence in schools has moderately influenced students' literacy skills.


Introduction
Libraries are essential in education, primarily as students' knowledge sources. As explained by (Fahlefi & Bowo, 2021), the library seeks to support educational programs so that students can optimise their potential and fulfil their learning needs. Specifically, the school library also aims to achieve the objectives of the teaching and learning process in schools. It also functions as a source of information for developing science and technology, and so on.
Definition of the library according to Library Law no. 43 of 2007 Chapter 1 Article 1, a library is an institution that collects printed and recorded knowledge and manages it in a particular way to meet the intellectual needs of its users through various forms of knowledge interaction (Republik Indonesia, 2007). According to (Darmono, 2007), the library is essentially a centre for learning resources and sources of information for its users. The library can be interpreted as a place where books are collected and organised as a medium for student learning. Meanwhile, according to (Wahdinah, 2016), the library as an educational centre means that the school library must function as a "teacher" or learning centre that serves the various needs of students and other school library users. Thus, the position of the school library is also expected to develop students' thinking power rationally and critically. Libraries can also meet students' needs and demands on the sources of learning materials.
Libraries have a vital position in supporting the school literacy movement. It will be successful if it runs holistically where schools, teachers, parents, government, private sector, and libraries must jointly support the school literacy movement (Mulyo Teguh, 2017). Meanwhile, research conducted by (Kastro, 2020) concluded that the school library supported the school literacy movement with all its resources. Through the library, students can add knowledge and apply it in teaching and learning activities (Nopitasari et al., 2021). Similarly, previous studies found that school library supported the development of the literacy program for students including the stages of habituation (getting used to literacy activities), development (advancing literacy activity), and learning (holding literacy club and mandatory to visit the library) (Subur et al., 2022) & (Priasti & Suyatno, 2021)).
Libraries are not only related to buildings and books but also their storage systems, maintenance, users, and how to use and utilise them. In their book, previous research (Miller & McKenna, 2016) says four factors can influence literacy activities: proficiency, access, alternatives, and culture. In this case, the library is part of the access that acts as a supporting resource. Other researchers (Alpian & Ruwaida, 2022) confirmed that a library can foster a love of science and provide complete facilities. Libraries can also be used as a perfect recreation place for students. Even when they have free time at school, students have to get used to reading books in the library (Niswaty et al., 2020). Therefore, the library is an essential pillar in the school literacy movement. Because a library that has complete facilities will make students motivated to read diligently while making the library a fun learning tool.
The literacy movement must be carried out as early as possible because this is the main thing to create an intelligent and cultured nation. The rise of nations began with book enlightenment and a continuous grasp of bearing literacy (Tunardi, 2018). Meanwhile, good literacy skills make learning a foreign language uncomplicated (Akbar, 2017). In addition, mastery of literacy is one of the crucial roles for young people who help develop the country. It is in line with what was stated by (Ratna Rintaningrum, 2019) that reading literacy is essential for self-improvement, personal branding, professional development, schooling, and national development.
Programme for International Student Assessment (PISA) revealed that in the age range of 15 years, Indonesian students' reading literacy was in 64th out of 72 countries in 2015. Furthermore, in 2018 PISA's score for Indonesia was not much different from the PISA assessment in previous years, where Indonesia was always in the bottom 10 top. That year, Indonesia's PISA results were ranked 74th out of 79 participating countries (OECD, 2019). A similar result from the study conducted in the national scope by the Ministry of Education and Culture reveals that the Alibaca Index is in the category of shallow literacy activity, which is 37.32. The value is composed of four-dimensional indices: the Index Dimension of Skills is 75.92; Access Dimension Index of 23.09; Alternative Dimension Index of 40.49; and Dimension Index Culture of 28.50 (Kemendikbud RI, 2019). Another study also mentioned that the literacy capability of Indonesian schoolchildren is still relatively low and must be improved. It is based on a report from the Educational Assessment Centre (Puspendik) of the Ministry of Education and Culture. Testing fourth-grade elementary school students' reading, math, and science skills, they found that, especially in reading, the results were 46.83% in the poor category, 6.06% in the good category, and 47.11% in the excellent category.
There is still an assumption that the number of libraries and books is still considered sufficient for reading needs. In addition, the problem of reading culture has not been considered a critical problem compared to other problems that are considered more urgent (Mulyo Teguh, 2017). Other researchers revealed that the quality and quantity of school libraries in Indonesia are still minimal with poor conditions. Not all schools can manage libraries professionally. Data from the Central Statistics Agency also reveals that the lowest library-to-school ratio is at the elementary school (SD) level, with only 77 out of 100 schools having school library facilities. The government should pay attention to this, especially at the primary education level, as the beginning where the culture should be fond of reading has started (Badan Pusat Statistik, 2021). In addition to the low number of visits to the library, the lack of variety of reading materials read by students also impacts the everyday reading literacy activity countrywide. In 2019, Central Statistics Agency (BPS) conducted National Socio-Economic Survey (SUSENAS). It was revealed that only around 13.02% of the society aged five years overcame the library.
A previous study revealed the lack of a library's role as a reading centre. It was also stated that the library sometime functioned as an alternative classroom. Furthermore, the minimum school budget allocation of 5% is still focused on the procurement of textbooks, which are still considered to have minimal contribution to the success of the literacy movement (Hidayah, 2017). In comparison, the School Literacy Movement as a government program can be implemented optimally and sustainably through a sound school library that meets the standards (Kastro, 2020). Another study revealed that the incomplete library collection and the absence of a fixed budget for library development were obstacles to optimising school libraries to improve the quality of learning (Syam, 2019). However, the national library development trend and significance had not been widely explored. Furthermore, studying the relationship between libraries and literacy skills on the national scope is also important to be studied as data for government considerations in making policy. Therefore, the current study aims to explain the trend of library development, study the significance of library development, and analyse the effects library development toward literacy movement in Indonesia.

Research Method
This study was designed as a quantitative descriptive, comparison, and correlational analysis. The data from "Statistik Pendidikan" Catalogue issued by the Central Statistics Agency (BPS) were investigated using descriptive statistics to answer the first question about the trend of library growth in Indonesia. For the second question, it was about the significance of library growth in Indonesia. It used a repeated measure ANOVA to study the significance of the national library growth from 2017-2021 from "Statistik Pendidikan" Catalogue issued by the BPS. The last question was about whether the existence of a library affects the increase in literacy scores. It was answered by conducting a correlational study on the library growth data in 2019 and the students' literacy scores based on the Alibaca Index 2019 from all provinces in Indonesia issued by the Ministry of Education and Culture. Furthermore, this research utilised IBM SPSS 26 statistics software to analyse the data, especially inferential statistics.
This study used secondary data from the official statistics provided BPS by taking annual data of the number of libraries by education level and academic year, the ratio of libraries to the number of schools, and the percentage of libraries to schools at each level of education from "Statistik Pendidikan" Catalogue since 2017 to 2021. Moreover, the literacy index data from the Ministry of Education and Culture was also included in this research.

Results and Discussion The Trend of Library Growth in Indonesia
In this section, we will first look at the development of the number of libraries in public schools. Then the following discussion will look at the development of libraries in private schools.  To answer the second question, IBM SPSS 26 statistics software was used to investigate the significance of the percentage growth of public and private school libraries in Indonesia. We will first look at the significance of library growth in public schools, and then the following discussion will look at the significance of library growth in private schools. Table 3 below shows the percentage of Libraries to Public-School by education level from 2017 until 2021. The normality test was carried out as a primary assumption before inferential statistics for repeated measure ANOVA (Analysis of Variance). Based on Table 4 below, we were able to see that Sig. value data for Shapiro-Wilk tests for standardized residual average percentage of libraries to public-school growth from 2017 to 2021 (.405, .750, .395, .343, .278) > α (.05). We could conclude that the data was normally distributed and met the assumption to run repeated measure ANOVA tests. Furthermore, repeated measure ANOVA was executed in this study to determine whether there is a statistically significant difference between the means percentage of libraries in all educational public-school levels from 2017 to 2021. The result indicated that Greenhouse-Geisser Sig. (.004) < .05 means there was a significant difference in the average percentage of libraries to public-school growth from 2017 to 2021 (see Table 5 below). Thus, it can be concluded that during the past four years, the government has been able to significantly carry out developments related to the average percentage of libraries to publicschool growth. The result of the Pairwise Comparison showed the relationship between pairs of means between 2017 to 2021. There was a significant difference in the average percentage of libraries to public schools' growth between 2021 and 2017 (Sig. .022 < .05) at .05 level of significance. However, there was no significant difference in the average percentage of libraries in public schools between 2021 and 2018 (Sig. .176 > .05) at .05 level of significance. Moreover, there was a significant difference in the average percentage of libraries to public schools between 2021 and 2019 (Sig. .012 < .05) at .05 level of significance. Furthermore, there was a significant difference in the average percentage of libraries to public schools between 2021 and 2020 (Sig. .048 < .05) at .05 level of significance (see table 6 below). It also means that the average percentage of libraries to public-schools growth is 21% from 2017-2021 (within 4 years), 15.7% from 2018-2021 (within three years), 14.3% from 2019-2021 (within two years), and 7.2% from 2020-2021 (within one year). Figure 1 explains that the sharp growth of the average percentage of the number of libraries to the number of public schools increases every year from 2017 to 2021.

Figure 1. Average Percentage of Libraries to Public-Schools Growth in Indonesia
The following analysis will see the statistical differences in the average percentage of libraries to private schools at each level of education in the 2017-2021 period. Below is table 7, which shows the percentage of Libraries to Private-School by education level from 2017 until 2021. We could conclude that the data was normally distributed and met the assumption to run repeated measure ANOVA tests. Moreover, repeated measure ANOVA was used in this study to determine whether there is a statistically significant difference between the means percentage of libraries in all educational private-school levels from 2017 to 2021. The result indicated that Greenhouse-Geisser Sig. (.011) < .05 means there was a significant difference in the average percentage of libraries to private-school growth from 2017 to 2021 (see Table 9 below). Thus, it can be concluded that during the past four years, private-sector education has been able to carry out developments related to the average percentage of libraries to private-school growth significantly at the national level. The  Based on estimated marginal means *. The mean difference is significant at the ,05 level. b. Adjustment for multiple comparisons: Bonferroni.

Figure 2. Average Percentage of Libraries to Private-Schools Growth in Indonesia
From the results of the repeated measure ANOVA tests above, it can be concluded that the average percentage of libraries for both public and private schools experienced significant growth. The considerable difference in average percentage growth of libraries to schools in both public and private school libraries occurred in 2019 and 2020. Meanwhile, the insignificant difference in average percentage growth of libraries to schools occurred in 2018 both for libraries in public and private schools. Furthermore, the average percentage growth in the number of libraries to the number of schools in public schools is higher than that of private schools. Even in 2021, the average accumulation percentage of growth in the number of libraries in public schools is already above 90%, while in private schools, it is still below 90%.

The Relationship Between Libraries and Literacy Scores
The third question in this study will be answered with a correlation test which aims to determine the level of relationship between the percentage of the library to school ratio on students' literacy scores. The percentage of library to school ratio data for all provinces in Indonesia is obtained from the 2019 education statistics report. Meanwhile, literacy score data is obtained from the 34 provinces reading literacy activity index 2019 report by the Ministry of Education and Culture. Data on literacy scores only include reading literacy (Alibaca Index). The literacy term in the Alibaca Index is limited to text reading activities as defined by 'literacy events', i.e., events or activities of subjects in using texts or reading materials (Barton and Hamilton, 2000;Heath and Street, 2008, as cited in (Kemendikbud RI, 2019)).
In (table 11) below, under Alibaca Index Score column, it can be seen that only nine provinces (26%) fall into the category of moderate literacy activity (index number between 40.01 -60.00), namely: Jakarta, Special Region of Yogyakarta, Riau Islands, East Kalimantan, Bali, North Kalimantan, Bangka Belitung Islands, Banten, and North Sulawesi. Furthermore, only one province (3%) is in the deficient or very low category (0 -20.00), namely the province of Papua. The remaining 24 provinces (71%) are in the low category (20.01 -40.00). In other words, most provinces are at a low level of literacy activity, and none are included in the high and very high levels (index values between 60.01 -80.00 and 80.01 -100.00). Then from table 11 above, the Pearson correlation review was accomplished using a two-tailed test to determine the positive or negative relationship between the average percentage of libraries to school's ratio toward Alibaca index score/Reading Literacy Index Score. Pearson's Correlation coefficients (r) are scaled such that they range from -1 to +1, where 0 indicates that there is no linear association. The relationship increases and eventually approaches a straight line (Schober et al., 2018). Several Pearson's correlation coefficients (r) interpret the relationship. They are: negligible correlation (between ± 0.0 to ± 0.30), low correlation (between ± 0.30 to ± 0.50), moderate correlation (between ± 0.50 to ± 0.70), high Correlation (between ± .70 to ± 0.90), and very high correlation (between ± 0.90 to ± 1.00) ( (Hinkle et al., 2003) as cited in (Mukaka, 2012)). The results of the Pearson correlation test can be seen in Table 12 below.  (2-tailed) .000 N 34 34 **. Correlation is significant at the 0.01 level (2-tailed).
From Table 12 we can conclude that there were significant moderate positive relationships at 0.01 level of significance (2-tailed) between the national average libraries to school ratio and Alibaca Index/Reading Literacy Score (r= .591, p< .01). It also means that a library's presence in schools has moderately influenced students' literacy skills.
These findings support previous research (Miller & McKenna, 2016). They conveyed those four factors (Proficiency, Access, Alternatives, & Culture) have an essential and mutually exclusive role in literacy activities. Thus, considering one aspect will affect the function of the other factors. Access, for example, a library, is a supporting resource where students can take advantage of literacy resources. Another study (Laksono & Retnaningdyah, 2018) also confirmed that library facilities are one of the supporting infrastructures for the school literacy movement. Moreover, the study also revealed that some libraries did not meet the number of enrichment books. Based on the data, from 90 entries, only five (5.5%) meet the standards (check mark), indicating that many students have poor access to books. The current study revealed that public and private schools experienced notable development. Meanwhile, in the 2020/2021 school year, the ratio of libraries to primary schools is still 77%.
The Pearson correlation test revealed that the library's existence in schools has commonly impacted students' literacy skills. It proposed the existence of the library has an essential role in supporting the improvement of literacy skills, especially reading skills. Similar to the previous study ( (Kastro, 2020) & (Adejimoh et al., 2021)), libraries have an influence on students' literacy skills, particularly in terms of improving students' reading skills. Important notes that the libraries are not just a room containing books but a storehouse of knowledge. They needed to be upgraded following the times and the needs of their readers.
Furthermore, the present study also offers some implications for central government leaders that allow them to confidently determine policies for accelerating library development, especially for primary schools. It is because until 2020/2021 school year, the ratio of libraries to schools was still in the range of 77%. It means that two to three out of 10 public schools do not yet have a library. Moreover, the government might also pay more attention to improving the quality of libraries in terms of infrastructure and human resources/librarians to improve the quality of libraries as a means of supporting student literacy improvement.

Conclusion
The current study used secondary data, the percentage of libraries to schools at each level of education, from "Statistik Pendidikan" Catalogue from 2017 to 2021 issued by the Central Statistics Agency (BPS). Furthermore, the literacy index data 2019 from the Ministry of Education and Culture was also included in this study. Several highlights should be underlined. First of all, the trend of Library Growth in Indonesia continuously increased except in 2018 due to a regrouping policy for primary schools. Secondly, the library growth in Indonesia has shown a significant difference each year in public and private schools. Although in 2018, there was no significant difference in terms of the average percentage of library growth for schools in both public and private environments, what happened in 2019 and 2020 showed different things. Both public and private school libraries have demonstrated significant differences in the average percentage growth of libraries to schools in 2019 and 2020. Even in 2021, the average accumulation percentage of growth in the number of libraries in public schools is already above 90%, while in private schools, it is still below 90%. Lastly, a significant moderate positive relationship between the national average libraries to school ratio and Alibaca Index/Reading Literacy Score means that a library's presence in schools has moderately influenced students' literacy skills.
Finally, some limitations to the present study and recommendations for further studies should be declared. The data analysis was limited since it was only the secondary data used in this study, then it cannot be anticipated and is beyond the authority of this study. Next, the limitations of the data in this study can also be seen in the year used for the literacy score results. It was 2019 data, before the pandemic. Related to the data on the number of schools, school libraries, and school library management officers are still limited to schools under the authority of the Ministry of Education and Culture. It does not include Madrasah Ibtidaiyah (primary schools), Tsanawiyah (junior high schools), and Aliyah (senior high school), which are under the authority of the Ministry of Religion.

Recommendation
Recommendations for further studies employing the latest literacy score data may reveal new facts and provide different outcomes. Moreover, other researchers or practitioners could also conduct a regression test to see which factors other than the library influence increasing students' literacy skills. In addition, the role of the library and the creation of a comfortable reading room atmosphere for improving literacy learning can still be explored qualitatively. For central government or policy maker, they can continue the library development program, especially at the elementary school level, so that the ratio of the number of schools and libraries is proper.