Peningkatan Pemahaman Kontekstual Bacaan Siswa Kelas IV Melalui Model Literasi Interaktif Berbasis Proyek di Sekolah SD Marga Jaya Suoh Lampung Barat
DOI:
https://doi.org/10.59525/gej.1522Keywords:
Interactive Literacy; Project-Based Learning; Contextual Comprehension; Classroom Action ResearchAbstract
The low ability of students to understand reading contextually is the main obstacle in basic literacy in rural areas, where students tend to read texts mechanically without being able to relate them to the reality of daily life. This study aims to improve the contextual understanding of reading of grade IV students of SD Marga Jaya Suoh, West Lampung, through the application of the Project-Based Interactive Literacy Model. The research method used was a collaborative Classroom Action Research (PTK) of the Kemmis and McTaggart models which was carried out in two cycles on 28 students. Data collection techniques included activity observation, learning outcome tests, and authentic project documentation. The research findings showed a significant increase in each cycle; in the pre-stratus condition, the average student score was only 64.28 with classical completeness of 35%. After being given action, the average score increased to 72.14 in Cycle I, and jumped sharply to 84.50 at the end of Cycle II with classical completeness reaching 89%. This success was triggered by the integration of Suoh's local wisdom into the "Literacy Detective Report" project which was able to transform passive texts into meaningful empirical experiences. Based on these results, it is recommended for educators in similar regions to adopt this model as a practical solution in bridging reading texts with the potential of students' environments to create adaptive and critical literacy learning.
References
Abahussain, M. O., Shah, U., & Abdul-Rab, S. D. (2022). Intertextual Reading: Analyzing EFL Context via Critical Thinking. Theory and Practice in Language Studies, 12(5), 964–973. https://doi.org/10.17507/tpls.1205.18
Alkhudiry, R. (2022). The Contribution of Vygotsky ’ s Soci ocultural Theory in Mediating L2 Knowledge Co- Construction. Theory and Practice in Language Studies, 12(10), 2117–2123.
Faizah, I., & Handayani, P. (2022). Pembelajaran Kontekstual sebagai Strategi Pengembangan Literasi Manusia. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 4(3), 144–161.
Ningsih, S. K., Setyarini, S., & Gustine, G. G. (2025). Can Beliefs and Realities Be Bridged? A Study of Culturally Responsive English Literacy Education in Rural Papua. Voices of English Language Education Society, 9(1), 30–41. https://doi.org/10.29408/veles.v9i1.28608
Nurnenongsih, N., Ahmadin, A., & Haris, A. (2025). PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING DALAM MENINGKATKAN HASIL BELAJAR SISWA DI KELAS 5 MIN KOTA BIMA. SOCIAL : Jurnal Inovasi Pendidikan IPS, 5(2), 381–387. https://doi.org/10.51878/social.v5i2.5369
Pagute, J., & Apas, R. (2025). Interactive Activities: A Strategy in Improving Reading Comprehension among Grade 4 Learners. Psychology and Education: A Multidisciplinary Journal, 44(4), 502–515. https://doi.org/10.70838/pemj.440409
Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23). https://doi.org/10.1016/j.heliyon.2024.e39988
Rusli, S. M. (2024). Pengembangan Model Pembelajaran Hybrid untuk Meningkatkan Kemampuan Berbahasa Mahasiswa. Indo-MathEdu Intellectuals Journal, 5(4), 4803–4817. https://doi.org/10.54373/imeij.v5i4.1724
Russell, S. L. (2023). Meeting Primary Literacy Needs Post Pandemic: Maximizing the Instructional Power of Early Reading Texts. Journal of Education and Training Studies, 11(2), 20–34. https://doi.org/10.11114/jets.v11i2.5869
Syarifuddin, S., Syarifuddin, S., Wirahmad, I., & Mikrayanti, M. (2025). Efektivitas Pendekatan STEM Berbasis Collaborative Learning terhadap Pemahaman Konsep Abstrak Siswa Sekolah Dasar. Bima Journal of Elementary Education, 3(1), 1–9. https://doi.org/10.37630/bijee.v3i1.2645
Trio Putra Siregar. (2024). The Effect of Project-Based Learning Method on Understanding Geometry Concepts in Secondary School Students. Attractive : Innovative Education Journal, 6(3), 302–310. https://doi.org/10.51278/aj.v6i3.1545
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1202728
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Enjel Supanti, Evi Gusliana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
