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All Journal KEMBARA Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Jurnal ABDIKU Asian Journal of Community Services (AJCS) Jurnal Pengabdian Masyarakat Bhinneka Adjektiva: Educational Languages and Literature Studies
Kustyarini, Kustyarini
Faculty Of Teacher Training And Education, Wisnuwardhana University Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : KEMBARA

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The Effectiveness of the Psychosocial-Literacy Learning Model on Improving Students’ Language and Critical Thinking Skills Kustyarini, Kustyarini
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40773

Abstract

The language and critical thinking skills of students in higher education still show significant weaknesses, especially in conveying ideas reflectively, logically, and communicatively. Conventional learning models with minimal social interaction and unresponsive to students’ affective needs are considered ineffective in answering these challenges. This study aims to test the effectiveness of the learning model based on the psychosocial-literacy approach in improving students’ language skills. This approach integrates the critical literacy dimension with social interaction and emotional dynamics in the learning process. The study employed a descriptive qualitative method, utilizing data collection techniques such as observation, in-depth interviews, and documentation involving students from the language education study program at a university in Indonesia. The study results show that the psychosocial-literacy model can encourage improving students’ language skills in narrative structure, argumentative expression, and sensitivity to the text’s social context. In addition, this approach also creates a more inclusive, reflective, and dialogical learning atmosphere. These findings reinforce the argument that learning that combines cognitive, affective, and social dimensions can produce a transformative learning process and empower students. Thus, this study recommends implementing the psychosocial-literacy model as an alternative learning strategy that is more relevant in answering higher education needs in the 21st century.
Co-Authors Klara Kumalasari Kristiawan, Indria limgiani Mochammad Rozikin Mudji Rahayu Mukhlishin, Muh Irfan Novi Trisnawati Ratnawati Ratnawati Siti Asiyah Umamy, Etty Wiwik Utami Wiwik Utami