Improving Student Engagement in Indonesian Language Learning Through Literacy-Based Learning in Elementary School

Nasy-ah Nur Firdousi (Nanjing Polytechnic Institute)
Natiaz Malita Barqi (Trunojoyo University)
Malika Putri Sefia (Trunojoyo University)
Levina Galuh (Trunojoyo University)
Zakia Anil Hawa (Trunojoyo University)
Tyasmiarni (Trunojoyo University)

Literasi Nusantara
Vol. 6 No. 3 (2026): October

This study aims to improve elementary students’ Indonesian literacy learning engagement through the implementation of literacy-based learning. The study focuses on enhancing student engagement across key literacy-based activities, including reading, questioning, answering, discussing, and completing learning tasks. This research employed classroom action research (CAR), conducted in two cycles, each consisting of planning, acting, observing, and reflecting stages. The participants were 28 fifth-grade student. Data were collected through observation and documentation using a student engagement observation sheet. The data were analyzed using descriptive quantitative methods by calculating the percentage of student engagement in each cycle. The findings revealed a significant improvement in student engagement within the literacy learning process. In Cycle I, only 50% of students were categorized as active , whereas in Cycle II, 100% of students reached the active and very active categories. These results indicate that literacy-based learning is effective in improving students’ learning engagement and participation during Indonesian literacy lessons. It also creates a more interactive and meaningful learning environment.