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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Pustaka Indonesia
Eva Leiliyanti
State University of Jakarta
Education Languange, Linguistic, Communication & Media Other

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Literasi Visual Orang Dewasa dalam Konteks Sastra: Sebuah Tinjauan Pustaka Annisa Dhea Nurbaity; Eva Leiliyanti; Novi Anoegrajekti
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7401

Abstract

Membaca visual menjadi keterampilan penting di abad ke-21 yang menekankan informasi visual. Oleh karena itu, diperlukan adanya literasi visual untuk dapat berpikir kritis, kreatif, dan reflektif dalam menafsirkan makna visual, khususnya pada sastra. Penelitian ini bertujuan untuk menyintesis kajian literatur mengenai literasi visual dalam konteks sastra untuk melihat proses pemaknaan dan perkembangan kognitif pembaca. Metode yang digunakan adalah kajian pustaka dengan  data penelitian berupa artikel jurnal dan buku akademik yang relevan dengan topik literasi visual, multimodalitas,, persepsi, dan sastra yang dipublikasikan dalam tiga puluh tahun terakhir. Hasil sintesis menunjukkan bahwa literasi visual dalam sastra berfungsi sebagai kognitif-interpretatif yang memungkinkan pembaca dewasa mengintegrasikan unsur visual dan verbal, mengaitkannya dengan pengalaman emosional, dan membangun makna secara kritis. Selain itu, penelitian ini memberikan kontribusi konseptual dengan memperluas kajian literasi visual pada sastra dari perspekrif orang dewasa. Penelitian ini juga dapat menjadi landasan pembelajaran sastra berbasis multimodalitas.
Development of Critical Literacy among Junior High School ‎Students in Language Learning: A Systematic Literature ‎Review Switia Dewi Quraisyin; Eva Leiliyanti; Siti Gomo Attas
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2582

Abstract

The development of the digital era requires junior high school students to evaluate information, identify bias, and interpret texts critically, yet language learning often remains focused on basic comprehension. This systematic literature review synthesizes evidence on the concepts, pedagogical strategies, implementation contexts, and assessment approaches used to develop critical literacy among junior high school students in language learning. Studies published from 2020 to 2026 were searched across Scopus, Web of Science, ERIC, ScienceDirect, Taylor & Francis Online, and Google Scholar using predefined Boolean terms. Study selection followed PRISMA 2020 procedures, with independent screening by two reviewers and thematic synthesis of the 12 studies reported in the final review set; methodological quality was appraised using CASP for qualitative studies and JBI tools for quantitative studies. The synthesis indicates that critical literacy is most consistently supported by contextual and active-learning approaches, including problem- or project-based and collaborative learning, critical reading, digital and multimodal texts, and higher-order-thinking-oriented assessment. However, evidence is heterogeneous across language settings, study designs, samples, and assessment tools, limiting direct comparison and transferability. Teacher competence and contextual adaptation emerged as recurrent implementation conditions. The review concludes that critical literacy should be integrated through evidence-based, context-sensitive language pedagogy, while future studies should strengthen methodological consistency, longitudinal evidence, and standardized assessment.
Co-Authors Annisa Dhea Nurbaity Novi Anoegrajekti Siti Gomo Attas Switia Dewi Quraisyin