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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA Lingua Cultura ELTIN Journal: Journal of English Language Teaching in Indonesia IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Mimbar Sekolah Dasar EXPOSURE JOURNAL Jurnal Penelitian Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Peuradeun Language Literacy: Journal of Linguistics, Literature, and Language Teaching JMIE (Journal of Madrasah Ibtidaiyah Education) CERIA (Cerdas Energik Responsif Inovatif Adaptif) PrimaryEdu - Journal of Primary Education BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN ELT in Focus Elsya : Journal of English Language Studies Ethical Lingua: Journal of Language Teaching and Literature Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of Educational Experts (JEE) ENGLISH FRANCA : Academic Journal of English Language and Education These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Journal of Research in Instructional Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Studies in English Language and Education Jurnal Pendidikan Terapan Conference Proceedings International Conference on Education Innovation and Social Science Jurnal Pendidikan Progresif Indonesian Journal on Learning and Advanced Education (IJOLAE)
Bachrudin Musthafa
Universitas Pendidikan Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Enhancing Students' Critical Reading Skills through the Integration of Critical Literacy Pedagogy and Teacher-Parent Collaboration Program Anggraini, Gian Fitria; Sunendar, Dadang; Damayanti, Vismaia S; Musthafa, Bachrudin
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.13366

Abstract

This study investigates the effectiveness of an innovative instructional model that integrates critical literacy pedagogy with structured teacher–parent collaboration to enhance elementary students’ advanced critical reading skills. Grounded in the principles of critical literacy, the model extends literacy learning beyond the classroom by aligning school-based instruction with guided home literacy practices. The study responds to the urgent need to strengthen Indonesian students’ higher-order reading abilities in the context of information overload and persistent low literacy achievement. A quasi-experimental pre-test–post-test control group design was employed involving 37 fourth-grade students from a public elementary school in West Bandung Regency. The experimental group (n = 21) participated in the innovative collaborative literacy model, while the control group (n = 16) received conventional language instruction. The intervention was implemented through three stages problematization, cultural discussion, and social action—using thematic texts on bullying and environmental issues. Students’ critical reading was measured across six dimensions: interpretation, analysis, inference, evaluation, explanation, and self-regulation. Data were analyzed using independent sample t-tests. Results showed no significant pre-test differences between groups. However, post-test findings revealed a statistically significant improvement in the experimental group (p < 0.05) with medium normalized gain scores. Teachers demonstrated high pedagogical understanding, and parents showed adequate readiness, supporting effective implementation. These findings indicate that innovative family–school literacy integration can effectively advance critical reading development and offers a scalable approach to strengthening advanced literacy in primary education.
REIMAGINING ENGLISH LANGUAGE TEACHING THROUGH MULTILITERACIES PEDAGOGY: A SCOPING REVIEW OF EMPIRICAL STUDIES (2015–2025) Rinekso, Aji Budi; Rianawati, Rianawati; Gustine, Gin Gin; Musthafa, Bachrudin; Kadaryanto, Budi
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14710

Abstract

Multiliteracies pedagogy addresses complex communication issues in the digital world by promoting diverse literacy practices, multimodal meaning-making, and critical engagement with texts. Many studies have explored how multiliteracies pedagogy is applied in language learning from multiple perspectives, yet comprehensive reports remain limited. To address this gap, this scoping review synthesizes empirical studies on the implementation of multiliteracies pedagogy in English language teaching across primary, secondary, and tertiary education. Guided by PRISMA framework, 526 records were retrieved from the Taylor & Francis database, selected for its extensive coverage of Scopus-indexed journals in humanities and applied linguistics. Based on predefined inclusion and exclusion criteria, 23 articles published between 2015 and 2025 were included in the final analysis. The analysis identified seven key themes: identity and cultural expression; multimodality and technology integration; multiliteracies and pedagogical innovation; power, equity, and resistance; language and academic literacy development; challenges in implementing multiliteracies pedagogy; and intercultural understanding and global English. Findings reveal that multiliteracies pedagogy supports learner identity, inclusivity, intercultural awareness, and academic development, while also indicating gaps in geographical coverage, primary-level research, and methodological diversity. This review complements previous studies by providing a cross-level synthesis of empirical research across different educational contexts.  
Optimizing Students' Language Skills Through a Multimodal Learning Model in Indonesian Language Learning in Elementary Schools: A Systematic Literature Review Febriyanto, Budi Febriyanto; Sunendar, Dadang; Musthafa, Bachrudin; Yuliawati, Yuliawati; Rofi'i, Agus
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.873

Abstract

Background: Multimodal learning has gained increasing attention in language education because it enables learners to construct meaning through text, visuals, audio, gesture, space, and social interaction. However, the literature remains fragmented, and no integrated model has been clearly established for Indonesian language learning in elementary schools. Purpose: This study analyses the conceptual and pedagogical characteristics and design components of multimodal learning, its influence on students' language-skill development, and the conceptual, methodological, and assessment gaps in the literature. Methods: This study used a Systematic Literature Review (SLR) design. Articles indexed in Scopus were selected through the PRISMA flow. The search identified 277 records, and 44 reports were included in the final analysis. Findings: The integration of text, visuals, audio, gestures, social interaction, and meaning-making activities within structured instructional designs characterises multimodal learning. Across the reviewed studies, it tends to support reading, writing, speaking, listening, vocabulary development, and communicative competence. However, its effectiveness varies depending on instructional design, teacher readiness, student characteristics, and classroom context. The literature also remains conceptually, methodologically, and contextually fragmented, especially regarding Indonesian language learning in elementary schools. Research implications: The findings provide a conceptual foundation for developing Indonesian language instruction that is more contextual, participatory, and supportive of integrated language-skill development. They also offer guidance for designing more coherent instructional models, implementation strategies, and assessment systems for elementary school settings. Conclusion: Multimodal learning should be understood not merely as media variation, but as a design of meaning and learning experience. Future research needs to test integrated multimodal models directly in Indonesian elementary school language classrooms. Originality: This study systematically maps the conceptual foundations, pedagogical patterns, empirical trends, and research gaps in multimodal learning as a basis for developing Indonesian language-learning models in elementary schools. The review highlights that the existing literature remains fragmented and has yet to produce many fully integrated models for this context.
Co-Authors Adisti Khairunnisa Agus Rofi’i Ahmad Bukhori Muslim Anggraini, Gian Fitria Anit Pranita Devi Arifin Ahmad, Arifin Astuti, Indri Andriani Atep Sujana Ayu Fatmawati Azizah, Nadya Nur Bobby Pramjit Singh Dhillon Budi Kadaryanto Bukhori Muslim, Ahmad Cepi Riyana, Cepi Dadang Sunendar Damayanti, Vismaia S Dhillon, Bobby Pramjith Singh Didi Sukyadi Dinn Wahyudin, Dinn Eddraoui, Bouchra Eva Meidi Kulsum Fadillah, Nida Nur fahrurrozzi, Fahrurrozzi Fajrianti, Rafni Faudi, Faudi Fazri Nur Yusuf Febriyanto, Budi Febriyanto Firima Zona Tanjung Fuad Abdul Hamied Fuadah, Ulfah Samrotul Gunawan, Dani Gunawan, Wawan Gustine, Gin Gin Hadianti, Yeni Harits Setyawan Husain, Balqis Ilham Ilham Imran, Muh Erwinto Irpan Apandi Batubara Isry Laila Syathroh Isry Laila Syathroh Kusrin LELI KURNIAWATI lengkanawati, Nenden Lyesmaya, Dyah Maulani, Susan Mubiar Agustin Nenden Sri Lengkanawati Ningtyas Orilina Argawati Nita Novianti Nur Amalina Nurnaningrum, Gayatri Purnawarman, Pupung Purwanti Purwanti Putra, Dondian Rahman Rianawati Rianawati Rinekso, Aji Budi Rojab Siti Rodiyah Romios, Laser Rully Agung Ryan Dwi Puspita Ryan Septian Sakina, Rahma Salati Asmahasanah Sari, Ratih Apri Setyo Utami Siti Kustini, Siti Slamet Wahyudi Yulianto Sri Harto, Sri Sri Setyarini Suharno Suharno Suharti, Dwi Sloria Suherdi, Didi Vismania S. Damaianti, Vismania S. Wahyu Sopandi Wati, Erina Wawan Gunawan Wibawati, Riska Tulus Wigati, Fikri Wigati, Fikri Asih Winny Berliana Wirza, Yanti Yanti Wirza Yanty Wirza Yuliawati