DOI of the published article http://dx.doi.org/10.26858/publikan.v15i2.70757
Implementation of Pedagogical Multiliteracies Learning in Elementary School
Implementasi Pembelajaran Multiliterasi Pedagogik di Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.8679Keywords:
Multiliteracy Learning, Pedagogics, Elementary SchoolAbstract
This research aims to find out the implementation of pedagogical multiliteracy learning in elementary schools based on the theory of The New London Group (1996) that contributes to the development of literacy in facing global challenges. The approach used is qualitative with descriptive narrative. Data were collected through interviews, observation and documentation and analyzed using source triangulation. The results showed that SD Muhammadiyah 1 Krian has implemented pedagogical multiliteracy learning effectively. This learning involves four main components: Experiencing, Conceptualizing, Analyzing, and Applying. The process includes the dimensions of Situated Practice (learning from direct experience using picture books and multimedia), Overt Instruction (mentoring literacy strategies such as summarizing), Critical Framing (critical analysis through discussion), and Transformed Practice (application of literacy in real life such as retelling in one's own language). This approach is proven to improve learners' overall literacy skills.
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