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All Journal JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Al Ishlah Jurnal Pendidikan Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria
Karsono Karsono
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Building Stronger Literacy Foundations: Optimizing Phase A through Teacher Collaboration Nila Febreiyani; Karsono Karsono; Septi Yulisetiani
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8261

Abstract

This study explores how teacher collaboration within the Kelompok Kerja Guru (KKG/Teacher Working Group) enhances foundational literacy in Phase A (Grades 1–2) of Indonesian elementary schools. Responding to the persistent issue of low literacy performance among early-grade students, the research investigates collaborative strategies to improve reading and writing skills within the framework of the Kurikulum Merdeka. Employing a qualitative case study design, the study involved 8 public elementary schools in the Yudistira Cluster, Selogiri Subdistrict. Participants included school principals, teachers, and the KKG coordinator, selected through purposive sampling. Data were collected over nine months via interviews, observations, and document analysis, then analyzed using the Miles and Huberman framework. Findings indicate that systematic collaboration in planning, implementation, and evaluation—supported by reading corners, enriched libraries, and a 15-minute daily reading routine—led to improved student engagement and foundational literacy outcomes. Teachers employed differentiated instructional strategies, including the Alphabet, Phonics, SAS, and Global Methods, tailored to students’ initial abilities. KKG meetings served as reflective spaces to share best practices and design interventions based on student data. The study highlights the potential of teacher-led learning communities to strengthen literacy instruction in low-resource settings. It recommends sustained institutional support and further research using longitudinal methods to assess long-term student outcomes. Ethical clearance was obtained, and informed consent was secured from all participants.
Co-Authors Amalia Ulfah Annisa Puspitaning Tiyas Aprilia Anggraini Puspa Kinasih Arni Ernawati Ayu Radiandara Wibowo Bety Permata Ningtyas Chumdari Chumdari Dewi Susilowati Ditafia Adiniannda Dwi Hera Palupi Fitriastuti Fitriastuti Gias Rima Dhewi Laksmita Dianasari Gunarhadi Gunarhadi Hasan Mahfud Idam Ragil Widianto Atmojo Jihanudin Jihanudin Lis Astuti Moh Salimi Nanda Aulia Adesti Nurraya Nila Febreiyani Novita Maharani Nur Hidayah Okvita Indras Wuri Ratna Hidayah Retno Winarni Rifan Budiyanto Sabila Putri Febriyanti Sarwanto Sarwanto Septi Yulisetiani Siti Kamsiyati Siti Wahyuningsih Sri Marmoah St. Y. Slamet Sukarno Sukarno Supriatin Ardila Tri Saptuti Susiani Tri Wulandari Triyanto Triyanto Ummi Rohmatin Wahyu Ary Ramadhani Yunita Anggraini