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All Journal Journal of Innovation in Educational and Cultural Research Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Esti Swatika Sari
Universitas Negeri Yogyakarta, Indonesia
Education

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Collaborative Strategic Reading: A Comprehensive Way in Enhancing and Nurturing Literacy Culture Esti Swatika Sari; Beniati Lestyarini; Liann Perez Camille Davalos Perez
Journal of Innovation in Educational and Cultural Research Vol 6, No 3 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i3.2093

Abstract

This research aims to develop a literacy culture model based on Collaborative Strategic Reading. This strategy involves the collaboration of the school committee, headmasters, librarians, teachers, students, and parents using co-teaching alternatives and literacy materials. The research is designed based on the R2D2 development model, which includes three components: (1) define, (2) design and development, and (3) dissemination. This research occurred in SMP Negeri 3 Sewon, Bantul, Yogyakarta, where the data were collected using questionnaires, interviews, and tests. Descriptive qualitative analysis was used to analyze the data. The literacy culture model was developed based on co-teaching and collaborative strategic reading, which Moreillon introduced. These activities involve school committees, principals, librarians, teachers, students, and parents. This study produced a guidebook for implementing a literacy culture through reading and learning. Literacy Space's reading and learning activities provide a comfortable outdoor library with various books. An expert assessed product validation, and it was declared very feasible. The results showed that this model can be used well for literacy habituation. Thus, reading and learning activities effectively enhance and nurture literacy culture.
The Representation of Ecocentric Discourse in Indonesian Language Textbooks for Junior High School Farhan Aziz; Wiyatmi Wiyatmi; Esti Swatika Sari; Akbar Maulana
Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 14 No. 2 (2025): Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/seloka.v14i2.36334

Abstract

In the context of an escalating global environmental crisis, this study aims to address the crucial role of language teaching by comparatively analyzing the representation of ecocentric discourse in six official Indonesian junior high school language textbooks under the 2013 and Merdeka Curricula. Employing a qualitative content analysis methodology, the findings reveal a critical deficit of ecocentric content, with only 70 instances identified across all books. A systematic regression was observed, with ecocentric representations decreasing by grade level in both the 2013 Curriculum (from 41 to 9, then 3) and the Merdeka Curriculum (from 14 to 2, then 1). Comparatively, the newer Merdeka Curriculum, with only 17 total findings, exhibits a significant decline from the 2013 Curriculum's 53 findings. The study concludes that this marginalization of environmental discourse is not a reflection of authorial shortcomings but a systemic consequence of a centralized national textbook policy that reduces authorial autonomy. This research contributes a crucial empirical basis for advocating educational policy reform, urging the development of materials that systematically cultivate the ecological literacy required for a sustainable society.
Co-Authors Akbar Maulana Beniati Lestyarini Farhan Aziz Liann Perez Camille Davalos Perez Wiyatmi Wiyatmi