UNDERSTANDING LITERACY CONSTRAINTS IN ELEMENTARY CLASSROOMS; EVIDENCE FROM THE KAMPUS MENGAJAR INITIATIVE

DOI: https://doi.org/10.33650/pjp.v12i1.10953

Authors (s)


(1) * Diyah Nur Hidayati   (Universitas Tunas Pembangunan Surakarta, Central Java)  
        Indonesia
(2)  Ninda Beny Asfuri   (Universitas Tunas Pembangunan Surakarta, Central Java)  
        Indonesia
(3)  Fattah Wahyu Kusumo   (Universitas Tunas Pembangunan Surakarta, Central Java)  
        Indonesia
(4)  Rafifah Putri Nur Aini   (Universitas Tunas Pembangunan Surakarta, Central Java)  
        Indonesia
(*) Corresponding Author

Abstract


This study explores the literary skills of elementary school students in Surakarta, that focusing on factors influencing their development. Employing a descriptive qualitative method, the study investigates the experiences and perspectives of university students participating in the Kampus Mengajar program in Soloraya, spanning the Kampus Mengajar 3 to Kampus Mengajar 7 over two years with a total of 21 respondents. The data was collected through an open-ended survey using Google Forms, supplemented by field supervisor lecturer observations and analyses of students' reports. The study's findings show four major issues that students with reading difficulties face: a lack of parental education prioritization, poor student motivation and enthusiasm, and the presence of specific educational requirements. Furthermore, teachers use a variety of tactics to address these reading issues, such as reading aloud, playing interactive games, creating specific educational modules, and offering tailored reading support. In addition, parental attitudes about their children's literacy challenges are marked by denial of their children's literacy problems and participation in home-based reading activities. The study also identifies dyslexia indicators and emphasizes the importance of inclusive education solutions for kids who struggle with reading.

Keywords

Literacy; Elementary School; Kampus Mengajar.



Full Text: PDF



References


Álvarez, C., & Szücs, D. (2023). The relation of school achievement with self-esteem and bullying in Chilean children. Current Psychology, 42(27), 23480–23494. https://doi.org/10.1007/S12144-022-03409-Z

Astuti, M., Ismail, F., Fatimah, S., Puspita, W., & Herlina. (2024). The Relevance Of The Merdeka Curriculum In Improving The Quality Of Islamic Education In Indonesia. International Journal of Learning, Teaching and Educational Research, 23(6), 56–72. https://doi.org/10.26803/ijlter.23.6.3

Asykur, M., Mirwan, M., & Halik, S. (2022). Improving Literacy Skills Through Strengthening the Quality of School-Based Education. PEDAGOGIK: Jurnal Pendidikan, 9(2), 174–185. https://doi.org/10.33650/pjp.v9i2.3874

Bucea-Manea-țoniş, R., Kuleto, V., Gudei, S. C. D., Lianu, C., Lianu, C., Ilić, M. P., & Păun, D. (2022). Artificial Intelligence Potential in Higher Education Institutions Enhanced Learning Environment in Romania and Serbia. Sustainability (Switzerland), 14(10). https://doi.org/10.3390/su14105842

Citaristi, I. (2022). United Nations Educational, Scientific and Cultural Organization—UNESCO. In The Europa Directory of International Organizations 2022 (pp. 369-375). Routledge.

Eivers, E., Shiel, G., & Shortt, F. (2004). Reading literacy in disadvantaged primary schools (pp. 1-206). Educational Research Centre.

Gedik, O., & Akyol, H. (2022). Reading Difficulty and Development of Fluent Reading Skills: An Action Research. International Journal of Progressive Education, 18(1), 22–41. https://doi.org/10.29329/ijpe.2022.426.2

Geske, A., & Ozola, A. (2008). Factors influencing reading literacy at the primary school level. Problems of Education in the 21st Century, 6, 71.

Gibson, S. (2008). Reading aloud: A useful learning tool? ELT Journal, 62(1), 29–36. https://doi.org/10.1093/elt/ccm075

Hasanah, R., Agus R, A., Munawwaroh, I., Nisa’, K., Hasanah, M., & Mundiri, A. (2024). Fostering Inclusivity: Strategies for Supporting Students with Special Needs in Mainstream Classrooms. FALASIFA : Jurnal Studi Keislaman, 15(1), 73-85. https://doi.org/10.62097/falasifa.v15i1.1811

Held, T., & Mejeh, M. (2024). Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment. Heliyon, 10(8), e29526. https://doi.org/10.1016/j.heliyon.2024.e29526

Hemmerechts, K., Agirdag, O., & Kavadias, D. (2017). The relationship between parental literacy involvement, socio-economic status and reading literacy. Educational Review, 69(1), 85–101. https://doi.org/10.1080/00131911.2016.1164667

Hunaepi, H., & Suharta, I. G. P. (2024). Transforming Education in Indonesia: The Impact and Challenges of the Merdeka Belajar Curriculum. Path of Science, 10(6), 5026–5039. https://doi.org/10.22178/pos.105-31

İdil, Ş., Gülen, S., & Dönmez, İ. (2024). What should we understand from PISA 2022 results?. Journal of STEAM Education, 7(1), 1-9.

Kim, J., & Park, C. Y. (2020). Education, skill training, and lifelong learning in the era of technological revolution: a review. Asian-Pacific Economic Literature, 34(2), 3–19. https://doi.org/10.1111/apel.12299

Milin, R., Kutcher, S., Lewis, S. P., Walker, S., Wei, Y., Ferrill, N., & Armstrong, M. A. (2016). Impact of a Mental Health Curriculum on Knowledge and Stigma Among High School Students: A Randomized Controlled Trial. Journal of the American Academy of Child & Adolescent Psychiatry, 55(5), 383-391.e1. https://doi.org/10.1016/J.JAAC.2016.02.018

Mubarok, R., Ramadhan, F., & Sulistiani, S. (2024). Improving the Quality of Primary Education Institutions Through Strategic Management Implementation. JUDIKDAS: Jurnal Ilmu Pendidikan Dasar Indonesia, 3(2), 69–80. https://doi.org/10.51574/judikdas.v3i2.1198

Mukaffan, M., Mundiri, A., Wahyuningsih, N., & Romla, S. (2023). Teacher Leadership Models in Developing Cognitive Ability in Early Children. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 4997-5004.

Mundiri, A., Eka Mahmud, M., Ubaidillah, M., Azizah, N., Zuhro, L., & Hasanah, F. (2021). Learning Agility during Pandemic; Outstanding Strategy in Language Learning by Using Zoom Application. Journal of Physics: Conference Series, 1779(1). https://doi.org/10.1088/1742-6596/1779/1/012066

Pettersson, F. (2021). Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept. Education and Information Technologies, 26(1), 187–204. https://doi.org/10.1007/s10639-020-10239-8

Rulyansah, A., Hidayat, M. T., Rihlah, J., Shari, D., & Mariati, P. (2023). Digital Play for Enhancing Language Learning in Early Grades. Pegem Egitim ve Ogretim Dergisi, 13(2), 182–190. https://doi.org/10.47750/pegegog.13.02.22

Saidah, K., & Imron, I. F. (2022). Implementation of the Operational Curriculum of Sekolah Penggerak Program At Elementary Schools. PEDAGOGIK: Jurnal Pendidikan, 9(1), 68–81. https://doi.org/10.33650/pjp.v9i1.3557

Sirisrimangkorn, L. (2021). Improving EFL Undergraduate Learners’ Speaking Skills Through Project-Based Learning Using Presentation. Advances in Language and Literary Studies, 12(3), 65. https://doi.org/10.7575/aiac.alls.v.12n.3.p.65

Siswanto, S. (2013). Literasi Teknologi Informasi Dan Komunikasi (TIK) masyarakat desa pantai, Survai di Desa Kota Bengkulu, Pangkal Pinang, Jakarta. Jurnal Studi Komunikasi Dan Media, 16(2), 81. https://doi.org/10.31445/jskm.2012.160201

Tan, E. (2013). Informal learning on YouTube: exploring digital literacy in independent online learning. Learning, Media and Technology, 38(4), 463–477. https://doi.org/10.1080/17439884.2013.783594

Umar. (2023). Deepening Convictions; Leading for Religious Literacy Based on Pesantren. Pedagogik, 10(2), 151–167.


Dimensions, PlumX, and Google Scholar Metrics

10.33650/pjp.v12i1.10953


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Diyah Nur Hidayati, Ninda Beny Asfuri, Fattah Wahyu Kusumo, Rafifah Putri Nur Aini


This work is licensed under a CC BY-SA

Published by Islamic Faculty of Nurul Jadid University, Probolinggo, East Java, Indonesia.