Using Indonesia’s Education Report to Manage Islamic Religious Education Learning Materials for Elementary Literacy: A Multi-Site Case Study

Abstract

Declining elementary-school literacy performance highlights the need to translate educational assessment data into subject-specific instructional practices. This study examined how Indonesia’s Education Report (Rapor Pendidikan) was used to manage Islamic Religious Education (IRE) learning materials for strengthening students’ literacy competence at SDN Karawang Wetan I and SDN Karawang Wetan II. Using a qualitative multi-site case study, data were collected through semi-structured interviews, participant observations, and document analysis, and analyzed through within-site and cross-site procedures. The findings show that Education Report indicators informed five interconnected processes: identifying literacy gaps, planning literacy-integrated IRE materials, organizing personnel and resources, implementing text-based literacy activities, and conducting evaluation and feedback. These processes were supported by leadership, teacher motivation, collaboration, and resource availability, but constrained by administrative workload, uneven data literacy, heterogeneous student competence, and limited digital infrastructure. Literacy scores increased during the implementation period at both schools; however, these changes should be interpreted as contextual outcomes occurring alongside the program rather than as causal effects of the intervention. The study proposes the Education Report-Based IRE Learning-Material Management Model (MMBA-PAI-RP), a cyclical framework linking educational data, religious learning, and literacy development