Dinamika Penerapan Pembelajaran Multiliterasi dengan Perspektif Ekologi: Kajian Narrative Inquiry
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Keywords:
multiliteracy skills, literacy, narrative inquiry, multiliteracy learning, ecological perspective
Abstract
Teachers are required to have competence in implementing ecological multiliteracy learning in the classroom. However, teachers of SMA Aisyiyah Boarding School Malang (SMA ABSM) have tried to implement it, but still have difficulties implementing multiliteracy learning with an ecological perspective. Therefore, this study aims to describe the dynamics of the application of multiliteracy-based learning with an ecological perspective. This research method is a narrative inquiry with the subject of five ABSM High School teachers. The results showed that, in general, teachers have sufficient knowledge about multiliteracy-based learning. However, a small percentage of teachers still do not understand it enough. In implementing multiliteracy-based learning, teachers still experience obstacles in providing multiliteracy-based materials, time management, and learning innovation constraints. In addition, obstacles arise due to students' lack of interest in reading and literacy skills. However, teachers try to apply multiliteracy-based learning to the subjects they teach with an ecological perspective. The application of multiliteracy learning is integrated through several considerations: the variety of learning resources with an ecological perspective, subjects taught, the stages of implementing multiliteracy-based learning, and learning model innovation. Learning resources are presented multimodally using text, sound, images, and audiovisuals. All subjects have their own characteristics in integrating multiliteracy-based learning with an ecological perspective in science, social, and language subjects. Learning innovation is carried out by teachers by integrating multiliteracy activities in the syntax of the learning model.
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References
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Clandinin, D. J. (2019). Teacher Education as Narrative Inquiry. Routledge.
Clandinin, D. J., & Caine, V. (2012). Narrative Inquiry. In Reviewing Qualitative Research in the Social Sciences. Routledge.
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Karimpour, S., Moradi, F., & Nazari, M. (2023). Agency in conflict with contextual idiosyncrasies: Implications for second language teacher identity construction. Innovation in Language Learning and Teaching, 17(3), 678–689.
Kharizmi, M. (2015). Kesulitan Siswa Sekolah Dasar Dalam Meningkatkan Kemampuan Literasi. Jurnal Pendidikan Almuslim, 2(2), 11–21.
Labrinidis, A., & Jagadish, H. V. (2012). Challenges and Opportunities with Big Data. Proceedings of the VLDB Endowment, 2032–2033.
Lewier, M., Somelok, G., & Yoris, A. (2021). Peningkatan Keterampilan Berbahasa Produktif melalui Model Pembelajaran Multiliterasi pada Mahasiswa Program Stufi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Pattimura Ambon. Arbitrer: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 3(1), 405–422. https://doi.org/https//doi.org/10.30598/arbitrervol3no1hlm405-422
Marchand-Martella, N. E., Martella, R. C., Modderman, S. L., Petersen, H. M., & Pan, S. (2013). Key areas of effective adolescent literacy programs. Education and Treatment of Children, 36(1), 161–184. https://doi.org/10.1353/etc.2013.0005
Mirra, N., Morrell, E., & Filipiak, D. (2018). From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies. Theory into Practice, 57(1), 12–19. https://doi.org/10.1080/00405841.2017.1390336
Naraian, S., & Schlessinger, S. (2018). Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms. Teaching and Teacher Education, 71, 179–189. https://doi.org/10.1016/j.tate.2017.12.012
Nopilda, L., & Kristiawan, M. (2018). Gerakan Literasi Sekolah Berbasis Pembelajaran Multiliterasi Sebuah Paradigma Pendidikan Abad Ke- 21. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 3(2). https://doi.org/10.31851/jmksp.v3i2.1862
Nudiati, D., & Sudiapermana, E. (2020). Literasi Sebagai Kecakapan Hidup Abad 21 Pada Mahasiswa. Indonesian Journal of Learning Education and Counseling, 3(1), 34–40. https://doi.org/10.31960/ijolec.v3i1.561
OECD. (2019). Pendidikan di Indonesia Belajar dari Hasil PISA 2018. Pusat Penilaian Pendidikan Balitbang Kemendikbud, (021), 1–206.
Pandian, A., & Balraj, S. (2010). Driving the agenda of learning by design in science literacy in Malaysia. E-Learning, 7(3), 301–316. https://doi.org/10.2304/elea.2010.7.3.301
Priestley, M. (2015). Teacher agency: An ecological approach. Bloomsbury Academic.
Prihatini, A. (2023). Perkembangan penelitian pembelajaran bahasa Indonesia sebagai bahasa kedua: Analisis bibliometrik. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 9(1), 56–75.
Prihatini, A., & Sugiarti. (2020). Pembelajaran multiliterasi pada matapelajaran bahasa Indonesia. Senasbasa, (4), 445–453. Retrieved from research-report.umm.ac.id
Prihatini, A., & Sugiarti. (2022). Citra kurikulum baru: Kesiapan guru dalam menerapkan Kurikulum Merdeka. Ghancaran: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 3(Special Edition), 58–70. https://doi.org/10.19105/ghancaran.vi.7447
Prihatini, A., Sugiarti, S., Ambarsari, T. A. B., & Nisa, I. N. (2022). Kompetensi pedagogik guru SMA dalam menerapkan pembelajaran multiliterasi sebagai wujud merdeka belajar. Edukatif: Jurnal Ilmu Pendidikan, 4(5), 6823–6831. https://doi.org/10.31004/edukatif.v4i5.3020
Prihatini, A., & Sugiartii, S. (2021). Pembelajaran Multiliterasi dalam Konteks Merdeka Belajar di Indonesia. Prosiding Seminar Nasional Sastra, Lingua, Dan Pembelajarannya (Salinga), 1(1), 37–47.
Puteh-Behak, F., & Ismail, I. R. (2018). Multiliteracies project approach: Dated or a worthy learning tool? GEMA Online Journal of Language Studies, 18(2), 312–334. https://doi.org/10.17576/gema-2018-1802-20
Rifai, A. B., & Setyaningsih, N. H. (2019). Keefektifan Model Multiliterasi Digital dan Model Kreatif-Produktif pada Pembelajaran Menulis Teks Cerita Fantasi. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 3(1), 50–61.
Sari, E. S., Suryaman, M., & Lestyarin, B. (2013). Model Multiliterasi dalam Perkuliahan Pendidikan Bahasa dan Sastra Indonesia. Litera, 17(2), 1–12.
Subandiyah, H. (2015). Pembelajaran Literasi dalam Mata Pelajaran Bahasa Indonesia. Paramasastra: Jurnal Ilmiah Bahasa Sastra Dan Pembelajarannya, 2(1), 111–123. https://doi.org/10.26740/paramasastra.v2n1.p%p
Susilo, S. V., & Ramdiati, T. (2019). Penerapan Model Multiliterasi Untuk Meningkatkan Keterampilan Menulis Karangan Persuasi Pada Mata Pelajaran Bahasa Indonesia Di Sekolah Dasar. Jurnal Cakrawala Pendas, 5(1), 24–31. https://doi.org/10.31949/jcp.v5i1.1199
Susilowati, Y., & Prihatini, A. (2023). Motivasi Belajar Siswa dalam Berliterasi di SD Negeri Kebonsari Kulon 6 Kota Probolinggo. Ghancaran: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 4(2), 221–241. https://doi.org/10.19105/ghancaran.v4i2.6850
Tan, L., & Guo, L. (2010). From Print to Critical Multimedia Literacy: One Teacher’s Foray Into New Literacies Practices. Journal of Adolescent & Adult Literacy, 53(April), 565–574. https://doi.org/10.1598/JAAL.53.4.5
Zahrudin, mun, Ismail, S., & Yuliati Zakiah, Q. (2021). Policy Analysis Of Implementation Of Minimum Competency Assessment As An Effort to Improve Reading Literacy of Students in Schools. Jurnal Kajian, Penelitian, Dan Pengembangan Kependidikan, 12(1), 83–91. Retrieved from http://journal.ummat.ac.id/index.php/paedagoria
Zhang, C., & Wright, J. (2017). Teacher agency: A two-level ecological model. The Linguistic Association of Korea Journal, 25(4), 143–166.
Abidin, Yunus. (2015). Pembelajaran multiliterasi. Bandung: PT Refika Aditama.
Alismail, H. A., & McGuire, P. (2015). 21 St Century Standards and Curriculum: Current Research and Practice. Journal of Education and Practice, 6(6), 150–155. Retrieved from http://files.eric.ed.gov/fulltext/EJ1083656.pdf
Astuti, N., & Iku, P. F. (2020). Pembelajaran Multiliterasi sebagai Wahana Peningkatan Keterampilan Belajar Siswa Di Masa Pandemi Covid 19. Aliterasi (Jurnal Pendidikan, Bahasa, Dan Sastra), 1(1), 12–18.
Badan Standar Kurikulum dan Asesmen Pendidikan. Capaian Pembelajaran pada Pendidikan Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka. , Pub. L. No. 008/KR/2022 (2022). Indonesia.
Benson, P. (2014). Narrative inquiry in applied linguistics research. Annual Review of Applied Linguistics, 34, 154–170. https://doi.org/10.1017/S0267190514000099
Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2013). Narratives of second language identity in study abroad. Basingstoke, UK: Palgrave Macmillan.
Clandinin, D. J. (2019). Teacher Education as Narrative Inquiry. Routledge.
Clandinin, D. J., & Caine, V. (2012). Narrative Inquiry. In Reviewing Qualitative Research in the Social Sciences. Routledge.
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning. In Pedagogies: An International Journal (Vol. 4). https://doi.org/10.1080/15544800903076044
Esperat, T. M. K. (2024). Multiliteracies in Teacher Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1890
Ghamoushi, M., Zenouzagh, Z. M., & Hashamdar, M. (2022). Development and validation of a potential assessment inventory for assessing EFL teachers’ ecological agency. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00190-5
Ghiasvand, F., Jahanbakhsh, A. A., & Sharifpour, P. (2023). Designing and validating an assessment agency questionnaire for EFL teachers: an ecological perspective. Language Testing in Asia, 13(1). https://doi.org/10.1186/s40468-023-00255-z
Indarta, Y., Jalinus, N., Samala, A. D., Riyanda, A. R., & Adi, N. H. (2022). Relevansi Kurikulum Merdeka Belajar dengan Model Pembelajaran Abad 21 dalam Perkembangan Era Society 5 . 0. EDUKATIF: Jurnal Ilmu Pendidikan, 4(2), 3011–3024.
Irianto, P. O., & Febrianti, L. Y. (2017). Pentingnya Penguasaan Literasi Bagi Generasi Muda Dalam Menghadapi Mea. Conference Proceedings Center for International Language Development of Unissula, 640–647. Retrieved from http://jurnal.unissula.ac.id/index.php/ELIC/article/view/1282
Karimpour, S., Moradi, F., & Nazari, M. (2023). Agency in conflict with contextual idiosyncrasies: Implications for second language teacher identity construction. Innovation in Language Learning and Teaching, 17(3), 678–689.
Kharizmi, M. (2015). Kesulitan Siswa Sekolah Dasar Dalam Meningkatkan Kemampuan Literasi. Jurnal Pendidikan Almuslim, 2(2), 11–21.
Labrinidis, A., & Jagadish, H. V. (2012). Challenges and Opportunities with Big Data. Proceedings of the VLDB Endowment, 2032–2033.
Lewier, M., Somelok, G., & Yoris, A. (2021). Peningkatan Keterampilan Berbahasa Produktif melalui Model Pembelajaran Multiliterasi pada Mahasiswa Program Stufi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Pattimura Ambon. Arbitrer: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 3(1), 405–422. https://doi.org/https//doi.org/10.30598/arbitrervol3no1hlm405-422
Marchand-Martella, N. E., Martella, R. C., Modderman, S. L., Petersen, H. M., & Pan, S. (2013). Key areas of effective adolescent literacy programs. Education and Treatment of Children, 36(1), 161–184. https://doi.org/10.1353/etc.2013.0005
Mirra, N., Morrell, E., & Filipiak, D. (2018). From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies. Theory into Practice, 57(1), 12–19. https://doi.org/10.1080/00405841.2017.1390336
Naraian, S., & Schlessinger, S. (2018). Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms. Teaching and Teacher Education, 71, 179–189. https://doi.org/10.1016/j.tate.2017.12.012
Nopilda, L., & Kristiawan, M. (2018). Gerakan Literasi Sekolah Berbasis Pembelajaran Multiliterasi Sebuah Paradigma Pendidikan Abad Ke- 21. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 3(2). https://doi.org/10.31851/jmksp.v3i2.1862
Nudiati, D., & Sudiapermana, E. (2020). Literasi Sebagai Kecakapan Hidup Abad 21 Pada Mahasiswa. Indonesian Journal of Learning Education and Counseling, 3(1), 34–40. https://doi.org/10.31960/ijolec.v3i1.561
OECD. (2019). Pendidikan di Indonesia Belajar dari Hasil PISA 2018. Pusat Penilaian Pendidikan Balitbang Kemendikbud, (021), 1–206.
Pandian, A., & Balraj, S. (2010). Driving the agenda of learning by design in science literacy in Malaysia. E-Learning, 7(3), 301–316. https://doi.org/10.2304/elea.2010.7.3.301
Priestley, M. (2015). Teacher agency: An ecological approach. Bloomsbury Academic.
Prihatini, A. (2023). Perkembangan penelitian pembelajaran bahasa Indonesia sebagai bahasa kedua: Analisis bibliometrik. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 9(1), 56–75.
Prihatini, A., & Sugiarti. (2020). Pembelajaran multiliterasi pada matapelajaran bahasa Indonesia. Senasbasa, (4), 445–453. Retrieved from research-report.umm.ac.id
Prihatini, A., & Sugiarti. (2022). Citra kurikulum baru: Kesiapan guru dalam menerapkan Kurikulum Merdeka. Ghancaran: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 3(Special Edition), 58–70. https://doi.org/10.19105/ghancaran.vi.7447
Prihatini, A., Sugiarti, S., Ambarsari, T. A. B., & Nisa, I. N. (2022). Kompetensi pedagogik guru SMA dalam menerapkan pembelajaran multiliterasi sebagai wujud merdeka belajar. Edukatif: Jurnal Ilmu Pendidikan, 4(5), 6823–6831. https://doi.org/10.31004/edukatif.v4i5.3020
Prihatini, A., & Sugiartii, S. (2021). Pembelajaran Multiliterasi dalam Konteks Merdeka Belajar di Indonesia. Prosiding Seminar Nasional Sastra, Lingua, Dan Pembelajarannya (Salinga), 1(1), 37–47.
Puteh-Behak, F., & Ismail, I. R. (2018). Multiliteracies project approach: Dated or a worthy learning tool? GEMA Online Journal of Language Studies, 18(2), 312–334. https://doi.org/10.17576/gema-2018-1802-20
Rifai, A. B., & Setyaningsih, N. H. (2019). Keefektifan Model Multiliterasi Digital dan Model Kreatif-Produktif pada Pembelajaran Menulis Teks Cerita Fantasi. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 3(1), 50–61.
Sari, E. S., Suryaman, M., & Lestyarin, B. (2013). Model Multiliterasi dalam Perkuliahan Pendidikan Bahasa dan Sastra Indonesia. Litera, 17(2), 1–12.
Subandiyah, H. (2015). Pembelajaran Literasi dalam Mata Pelajaran Bahasa Indonesia. Paramasastra: Jurnal Ilmiah Bahasa Sastra Dan Pembelajarannya, 2(1), 111–123. https://doi.org/10.26740/paramasastra.v2n1.p%p
Susilo, S. V., & Ramdiati, T. (2019). Penerapan Model Multiliterasi Untuk Meningkatkan Keterampilan Menulis Karangan Persuasi Pada Mata Pelajaran Bahasa Indonesia Di Sekolah Dasar. Jurnal Cakrawala Pendas, 5(1), 24–31. https://doi.org/10.31949/jcp.v5i1.1199
Susilowati, Y., & Prihatini, A. (2023). Motivasi Belajar Siswa dalam Berliterasi di SD Negeri Kebonsari Kulon 6 Kota Probolinggo. Ghancaran: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 4(2), 221–241. https://doi.org/10.19105/ghancaran.v4i2.6850
Tan, L., & Guo, L. (2010). From Print to Critical Multimedia Literacy: One Teacher’s Foray Into New Literacies Practices. Journal of Adolescent & Adult Literacy, 53(April), 565–574. https://doi.org/10.1598/JAAL.53.4.5
Zahrudin, mun, Ismail, S., & Yuliati Zakiah, Q. (2021). Policy Analysis Of Implementation Of Minimum Competency Assessment As An Effort to Improve Reading Literacy of Students in Schools. Jurnal Kajian, Penelitian, Dan Pengembangan Kependidikan, 12(1), 83–91. Retrieved from http://journal.ummat.ac.id/index.php/paedagoria
Zhang, C., & Wright, J. (2017). Teacher agency: A two-level ecological model. The Linguistic Association of Korea Journal, 25(4), 143–166.
Published
2024-12-16
How to Cite
Sugiarti, S., Prihatini, A., & Andalas, E. F. (2024). Dinamika Penerapan Pembelajaran Multiliterasi dengan Perspektif Ekologi: Kajian Narrative Inquiry. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 152—169. https://doi.org/10.19105/ghancaran.vi.17202
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