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All Journal Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Cakrawala Pendas
Endah Saadah
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategi Guru dalam Mengembangkan Literasi Bermakna melalui Program PELITA (Petualangan Literasi) Berbasis Digital dan Kecerdasan Majemuk Endah Saadah
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107763

Abstract

The challenge of low reading interest among elementary school students encourages the need for innovative and sustainable literacy strategies. This study aims to describe teacher strategies in developing meaningful literacy through the PELITA (Literacy Adventure) program based on digital approaches and multiple intelligences. This research used a qualitative descriptive method with data collected through interviews, observations, and documentation. The research subjects consisted of one first-grade teacher and 21 students at an elementary school in Tasikmalaya Regency. The results showed that the teacher implemented literacy activities such as read-aloud sessions, group reading, digital books and virtual reality usage, and creative tasks, such as creating mini booklets. These strategies fostered students’ reading interest and expression by accommodating verbal-linguistic, visual-spatial, interpersonal, and naturalistic intelligences. The conclusion indicates that the PELITA approach successfully creates meaningful and sustainable literacy practices. Tantangan rendahnya minat baca peserta didik sekolah dasar mendorong perlunya strategi literasi yang inovatif dan berkelanjutan. Penelitian ini bertujuan mendeskripsikan strategi guru dalam mengembangkan literasi bermakna melalui Program PELITA (Petualangan Literasi) berbasis digital dan kecerdasan majemuk. Pendekatan penelitian ini adalah deskriptif kualitatif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Subjek penelitian terdiri atas satu guru kelas 1 dan 21 peserta didik di salah satu sekolah dasar di Kabupaten Tasikmalaya. Hasil penelitian menunjukkan bahwa guru melaksanakan kegiatan literasi melalui pembacaan nyaring, membaca berkelompok, penggunaan buku digital dan virtual reality, serta kegiatan kreatif seperti membuat mini booklet. Strategi ini mendukung tumbuhnya minat baca dan ekspresi siswa dengan mengakomodasi kecerdasan verbal-linguistik, visual-spasial, interpersonal, dan naturalistik. Simpulan dari penelitian ini adalah bahwa pendekatan PELITA mampu menciptakan praktik literasi yang bermakna dan berkelanjutan.
PELITA INTERACTIVE MEDIA FOR BEGINNING READING IN ELEMENTARY SCHOOL Endah Saadah; Lutfi Nur; Dian Indihadi
Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i3.13651

Abstract

This study investigates the necessity for developing “PELITA” (Early Literacy Adventure), a contextual and engaging digital media aimed at enhancing early reading instruction in primary schools. Early literacy, particularly beginning reading, forms a fundamental pillar of academic success. However, Indonesia’s low literacy performance highlights the urgent need for innovative learning tools that can boost student motivation and participation. Adopting the Systematic Literature Review (SLR) method based on PRISMA 2020 guidelines, this study synthesizes relevant research to identify key characteristics of effective media. The findings reveal that successful digital tools incorporate narrative elements, appealing visuals, and gamified components that enhance phonological awareness, comprehension, and learner engagement. Despite their potential, culturally grounded literacy tools remain scarce. This review offers a scientific contribution by proposing a conceptual foundation for developing localized and child-friendly literacy media. The development of PELITA is thus positioned as a promising response to these gaps, emphasizing the importance of fun, adaptive, and developmentally appropriate media design. The results provide valuable insights for educators, media developers, and policy makers committed to fostering an inclusive and sustainable literacy ecosystem.
Co-Authors Dian Indihadi Nur, Lutfi