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Literasi : Jurnal Ilmu Pendidikan
Published by Universitas Alma Ata Yogyakarta
ISSN : 25024116     EISSN : 25031864     DOI : 10.21927/literasi
Core Subject : Education,
Education
Focus and scope; Educational curriculum studies Subject matter studies Instructional media and educational aid Instructional methods and strategies Techer competence Psyco-socioanthropology studies Educational system managemant Educational character, gender and evalution
Arjuna Subject : -
Articles 494 Documents
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Pengembangan Instrumen Peran Kepala Sekolah, Peran Guru, dan Fasilitas Literasi pada Program Literasi di Sekolah Hasanah, Tita; Hashim, Abdul Talib
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).91-111

Abstract

Literacy programs in schools are a fundamental strategy for improving the quality of education, particularly in building a reading culture and students' literacy skills in a sustainable manner. Effective program implementation requires evaluation instruments with strong content validity to accurately represent the constructs being measured. This study aims to develop and validate the content of an assessment instrument for literacy programs in schools. The instrument was constructed based on three main aspects: (1) the role of the principal as a learning leader and driver of literacy policy, (2) the role of teachers in implementing and fostering literacy activities, and (3) the availability and utilization of literacy facilities as structural support for the program. The initial instrument consisted of 35 statements, the validity of which was then tested through expert assessment involving six experts in the fields of education and literacy. The assessment process used two evaluative dimensions: importance and clarity, with a three-point scale. Analysis was conducted using the Aiken's V formula to determine the level of agreement between experts on the relevance and clarity of each item. The analysis results showed that all items obtained an Aiken's V coefficient ≥ 0.70, thus meeting the content validity criteria. Furthermore, based on expert recommendations, five new items were added, deemed substantive and enriching the scope of the construct, bringing the final instrument to a total of 40 items. These findings indicate that the developed instrument has adequate content validity and is suitable for use as a measuring tool in evaluating the implementation of literacy programs in schools.
Implementasi Model Outing Class Berbasis Game untuk Meningkatkan Fokus Belajar Siswa Chulashotud Diana, Risma; Nor Ainun; Adi Sugiarto; Linda Sukma Sari; Nadila Prastiska; Tantri Nuriyah
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).83-90

Abstract

This study was motivated by the lack of focus among fourth-grade students during classroom learning. The study aimed to describe the process of developing and implementing a game-based Outing Class learning model as an effort to overcome the low learning focus of fourth-grade students at Muhammadiyah Singkut Elementary School. A qualitative research approach was used. Data were collected through observation, interviews with teachers, students, and parents, as well as documentation of learning activities. Data analysis was conducted descriptively through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the low focus of students was caused by monotonous learning, a lack of variety in methods, and an uninteresting classroom environment. The game-based Outing Class model developed combines environmental exploration activities with fun and contextual educational games. The application of this model increased students' concentration, engagement, and enthusiasm during learning activities. In addition, teachers considered this model practical, relevant to the characteristics of elementary school students, and easy to implement. Overall, game-based Outing Class learning proved to be effective as an innovation capable of creating an active, concrete, and meaningful learning atmosphere for students. These finding also indicatean improvement in students’ social interaction as well as their critical thinking skills in completing game based tasks. Therefore, this model not only effects cognitive aspects but also supports students’ social and emotional development throughout the learning process. Furthermore, the implementation of this approach encourages collaboration, active participation, and problem solving abilities, which are assential for holistic student development and create a more angaging, meaningful, and student centered learning environment in elementary education.
Collaborative Learning in Higher Education: Review Nugroho, Nugroho; Haq, Ziyaul; Burhan, Mulya; Hadi, Irfan; Yogi Purnama
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).112-125

Abstract

This study explores the potential of collaborative learning in higher education as a means of strengthening students’ critical thinking, communication, and digital literacy skills—three competencies widely regarded as essential for success in the twenty-first century. Although collaborative approaches have long been discussed in educational theory, less attention has been given to how they simultaneously cultivate these interconnected skills in technology-rich environments. To address this gap, a systematic literature review was conducted following the PRISMA framework, examining peer-reviewed studies published between 2014 and 2023. The findings consistently indicate that well-designed collaborative learning environments foster deeper analytical reasoning, clearer communication, and more purposeful engagement with digital tools. These outcomes are most evident when collaboration is supported by structured group tasks, reflective dialogue, and meaningful integration of technology. Approaches such as team-based learning, shared virtual workspaces, and online discussion platforms enable students to negotiate ideas, evaluate evidence, and co-construct knowledge in ways that extend beyond traditional lecture formats. At the same time, the review highlights ongoing challenges, particularly in sustaining active participation in virtual settings and ensuring that collaboration remains substantive rather than superficial. In post-pandemic educational contexts, where blended and online learning have become commonplace, these issues are especially pressing. Overall, this study contributes practical insights for educators and curriculum designers seeking to develop targeted instructional strategies that not only promote academic achievement but also prepare students for the complex communicative and digital demands of contemporary professional life.
Penerapan Kurikulum Merdeka dalam Proses Pembelajaran di Sekolah Menengah Kota Ambon Helmi, Dewilna; Dwi Partini; Hutri Rizki Amelia
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).126-137

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Merdeka dalam pembelajaran IPS dan Geografi di sekolah menengah Kota Ambon, mengidentifikasi kendala yang dihadapi, serta mengkaji strategi adaptasi yang dilakukan guru. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan melibatkan delapan sekolah menengah (SMP dan SMA) yang telah menerapkan Kurikulum Merdeka sejak tahun ajaran 2022/2023. Informan penelitian meliputi kepala sekolah dan guru IPS serta Geografi yang dipilih secara purposif. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman dengan uji keabsahan melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka telah dilaksanakan secara bertahap dengan menyesuaikan kondisi sekolah. Guru melakukan berbagai strategi adaptasi, seperti penggunaan modul ajar lama sambil memahami pembaharuan berbasis deep learning, penerapan pembelajaran berdiferensiasi, penggunaan model pembelajaran inovatif (PBL dan PJBL), serta penguatan pendekatan kontekstual berbasis kearifan lokal. Namun, implementasi masih menghadapi kendala berupa keterbatasan infrastruktur digital, rendahnya pemanfaatan teknologi pembelajaran, serta kesenjangan kompetensi guru. Di tengah keterbatasan tersebut, guru dan sekolah menunjukkan kemampuan adaptif melalui pengembangan sumber belajar berbasis offline, integrasi nilai-nilai lokal, serta kolaborasi antar guru dan dengan komunitas lokal. Implementasi ini berdampak positif terhadap peningkatan partisipasi siswa, pengembangan keterampilan abad ke-21, dan penguatan Profil Pelajar Pancasila. Penelitian ini menegaskan pentingnya pendekatan kontekstual dan adaptif dalam implementasi kurikulum di wilayah kepulauan serta perlunya dukungan kebijakan yang berkelanjutan.

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