<![CDATA[This article explores the instructional design of Indonesian Language and Arts learning in Phase C of elementary school (Grades 5 and 6), emphasizing contextual, reflective, and values-based approaches. Responding to challenges such as students’ low proficiency in composing expository and argumentative texts and their limited interest in extended reading, this study proposes a literacy model grounded in critical pedagogy and local culture. Drawing on constructivist theory (Piaget, Vygotsky), genre-based pedagogy (Rose & Martin), and critical literacy (Freire), the learning design integrates contextual teaching, collaborative methods, and structured reading-writing techniques. Discovery Learning, Problem-Based Learning, and Project-Based Learning are employed to foster active engagement, critical thinking, and cultural relevance. Implemented at SD Negeri Jejeg 01, the design led to significant improvements in students’ critical literacy, ethical communication, and cultural identity. The study highlights the importance of humanistic and locally rooted pedagogy in shaping literate, reflective, and character-driven learners.]]>
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