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All Journal Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) The Journal of English Literacy Education
Zuraida
Universitas Sriwijaya
Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Designing Multimodal Literacy Instruction Based on the TPACK Model for Teachers at SD Negeri 149 Palembang Hesti Wahyuni Anggraini; Machdalena Vianty; Ismail Petrus; Zuraida; Amrullah; Muhammad Yazir; Tita Ratna Wulan Dari; Yentri Anggeraini; Lianasari; Firma Pradesta Amanah
Jurnal Penyuluhan dan Pemberdayaan Masyarakat Vol. 5 No. 2 (2026): Jurnal Penyuluhan dan Pemberdayaan Masyarakat
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/jppm.v5i2.2262

Abstract

Strong literacy skills have a significant impact on the mastery of other areas, including numeracy. Although numeracy itself does not directly contribute to the core definition of multimodal literacy, numerical concepts can be taught using a multimodal approach through the use of visual, audio, and kinesthetic modes. Thus, multimodal literacy not only supports the development of language competencies, but can also enrich cross-disciplinary learning strategies. For multimodal learning to be implemented optimally, teachers need to master TPACK, which enables them to design meaningful learning experiences by effectively utilizing technology. This community service activity aims at providing solutions to these problems through training and mentoring for teachers as SD Negeri 149 Palembang in designing and implementing TPACK-based multimodal literacy, the basic principles of TPACK, and practical applications in developing lesson plans that integrate technology and multimodality. This activity was conducted from October 2025 to November 2025, at SD Negeri 149 Palembang, attended by 23 teachers. The implementation methods included four stages, namely identification of teachers’ needs and potential through observations and interviews; presentation on the theory and practice of multimodal literacy and TPACK; workshop on designing TPACK-based and multimodal learning; and the implementation and evaluation of classroom activities. Supported by simple technology applications, such as Canva and other interactive applications, the activity resulted on the knowledge about how to meaningfully integrate technology with pedagogical approaches and content to create rich and engaging learning experiences for students. The use of Topworksheets was one alternative to choose.
A STUDY ON THE CREATIVE SOCIAL EMOTIONAL LEARNING ENGLISH (CSELE) CLASSROOM MODEL IN INDONESIAN CONTEXT Lingga A. Suganda; Ismail Petrus; Zuraida; Dedi Kurniawan
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 5 No. 1 (2018): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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Abstract

This study aims to design the Creative Social Emotional Learning English (CSELE) classroom model in one of the district schools in South Sumatera, Indonesia. This model was proposed due to a growing awareness among educators and policymakers about the importance of social and emotional development for successful student. Based on the ADDIE model, the CSELE model is designed to include three steps: (1) the learning objective statement and need analysis, (2) the class strategy design, and (3) the class implementation and evaluation. The CSELE model focuses on integrating the efforts to support Social Emotional Learning (SEL) in the English as A Foreign Language (EFL) classroom context. This model involves the process of integrating the materials from the Indonesian 2013 national curriculum and creative teaching procedures for developing the students’ social emotional competencies, which include self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The findings showed that the CSELE model has demonstrated positive effects on the students’ social emotional competence, academic motivation, and classroom climate. However, more qualitative and quantitative studies should be conducted for further implementation of this model.
Co-Authors Amrullah Dedi Kurniawan Firma Pradesta Amanah Hesti Wahyuni Anggraini Ismail Petrus Lianasari Lingga A. Suganda Machdalena Vianty Muhammad Yazir Tita Ratna Wulan Dari Yentri anggeraini