Local Wisdom-Based School Literacy Movement and Elementary Students' Critical Reading Skills
DOI:
https://doi.org/10.56916/jirpe.v4i4.1548Keywords:
literacy movement, local wisdom, critical reading, culturally responsive pedagogy, elementary educationAbstract
This study analyzes the effectiveness of integrating local wisdom "Remo Boletan Dance" into the School Literacy Movement (GLS) on fourth-grade students' critical reading abilities at SDN Cukir 1 Jombang. A qualitative descriptive approach was employed, with data collected through participatory observations, semi-structured interviews with principals, teachers, and twelve fourth-grade students, and document analysis. Data were analyzed using thematic analysis supported by ATLAS.ti 25 software to visualize relationships between literacy movement implementation, local wisdom integration, and critical reading development. Results indicate that SDN Cukir 1 has established systematic literacy practices including daily 15-minute reading sessions and monthly "Literacy Friday" events. Integration of Remo Boletan Dance narratives into Indonesian language instruction successfully transformed students from superficial readers to critical analysts capable of questioning, evaluating, and interpreting texts within cultural contexts. Network analysis revealed strong interconnections between School Literacy Movement and local wisdom themes, demonstrating synergistic effects on both literacy competencies and cultural identity formation. Supporting factors included comprehensive stakeholder engagement from administrators, teachers, parents, and community organizations, while challenges involved reading fluency gaps and variable student motivation. This study contributes empirical evidence that culturally responsive literacy instruction through local wisdom integration effectively enhances critical reading skills while preserving cultural heritage, offering a replicable framework for elementary schools implementing contextually relevant literacy programs.
References
Al Roomy, M. A. (2022). Investigating the effects of critical reading skills on students' reading comprehension. Arab World English Journal, 13(1), 366-381. https://dx.doi.org/10.24093/awej/vol13no1.24
Arjaya, I. B. A., Susanto, H., & Wardani, N. E. (2024). Global trends in local wisdom integration in education: A comprehensive bibliometric mapping analysis from 2020 to 2024. International Journal of Learning, Teaching and Educational Research, 23(8), 219-238. https://doi.org/10.26803/ijlter.23.7.7
Cervetti, G., Pardales, M. J., & Damico, J. S. (2001). A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy. Reading Online, 4(9), 1-15. https://eric.ed.gov/?id=EJ662487
Chafel, J. A., Flint, A. S., Hammel, J., & Pomeroy, K. H. (2007). Young children, social issues, and critical literacy: Stories of teachers and researchers. Young Children, 62(1), 73-81. https://www.proquest.com/openview/a527c0763584226c5cddcfa8affd9450/1?pq-origsite=gscholar&cbl=27755
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945. https://psycnet.apa.org/buy/1997-43226-005
Damopolii, I., Nunaki, J. H., Jeni, J., Rampheri, M. B., & Ambusaidi, A. (2024). An integration of local wisdom into a problem-based student book to empower students' conservation attitudes. Participatory Educational Research, 11(1), 158-177. https://doi.org/10.17275/per.24.10.11.1
Dewani, H. W., Sukartiningsih, W., Hendratno, H., & Suryanti, S. (2024). Exploring Reading Interest and Reading Literacy of Indonesian Language in Elementary School Students: A Correlation Study. International Journal of Language Education, 8(4), 763-777. https://eric.ed.gov/?id=EJ1461910
Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., ... & Zill, N. (2010). Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 81(1), 558-575. https://doi.org/10.1111/j.1467-8624.2007.01014.x
Friese, S. (2019). Qualitative data analysis with ATLAS.ti (3rd ed.). SAGE Publications.
Gillon, G., McNeill, B., Scott, A., Gath, M., & Macfarlane, A. (2024). Large scale implementation of effective early literacy instruction. Frontiers in Education, 9, 1354182. https://doi.org/10.3389/feduc.2024.1354182
Hernandez, D. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Annie E. Casey Foundation. https://eric.ed.gov/?ID=ED518818
Hjetland, H. N., Brinchmann, E. I., Scherer, R., & Melby-Lervåg, M. (2017). Preschool predictors of later reading comprehension ability: A systematic review. Educational Research Review, 22, 77-111. https://doi.org/10.4073/csr.2017.14
Istiq, N., Rabia, S. F., Abidin, Z., & Hadi, A. (2024). Aplikasi alur cerita artikulasi berbasis kearifan lokal: Cara baru meningkatkan literasi membaca siswa sekolah dasar di wilayah Papua Barat. Journal of Innovation in Educational and Cultural Research, 5(2), 456-470. https://doi.org/10.46843/jiecr.v5i2.1114
Jannah, M., Masfuah, S., & Fardani, M. A. (2022). Gerakan literasi sekolah meningkatkan minat baca siswa sekolah dasar. Jurnal Prasasti Ilmu, 2(3), 115-120. https://doi.org/10.24176/jpi.v2i3.8364
Kelly, K., Laminack, L., & Vasquez, V. (2023). Critical comprehension: Lessons for guiding students to deeper meaning. Heinemann.
Khusniati, M., Parmin, P., & Sudarmin, S. (2024). Revitalizing local wisdom within character education through ethnopedagogy approach: A case study on a preschool in Yogyakarta. Heliyon, 10(10), e30370. https://doi.org/10.1016/j.heliyon.2024.e31370
Kirby, J. R., Deacon, S. H., Georgiou, G., Geier, K., Chan, J., & Parrila, R. (2025). Effects of morphological awareness, naming speed, and phonological awareness on reading skills from Grade 3 to Grade 5. Journal of Experimental Child Psychology, 253, 106188. https://doi.org/10.1016/j.jecp.2024.106188
Kurniawati, N., Adawiyah, A., & Munsi, M. F. (2021). Integrating innovation and local wisdom in teaching early literacy to young learners. Journal of Empowerment, 2(1), 125-138. https://doi.org/10.35194/je.v2i1.1229
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers' reading comprehension performance. Learning and Individual Differences, 21(1), 124-128. https://doi.org/10.1016/j.lindif.2010.09.011
Marwany, H. K., Hafidz, N., & Fadillah, T. F. (2023). Educative Game Tools Management in Early Childhood Education Unit. In ICHSS 2022: Proceedings of the 2nd International Conference of Humanities and Social Science, ICHSS 2022, 17 December 2022, Surakarta, Central Java, Indonesia (p. 351). European Alliance for Innovation.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
Pujiati, D., Basyar, M. A. K., & Wijayanti, A. (2022). Analisis gerakan literasi sekolah di sekolah dasar. Pedagogik Journal of Islamic Elementary School, 5(1), 57-68. https://doi.org/10.24256/pijies.v5i1.2615
Ramadhanti, A. S. (2021). Kemampuan membaca kritis siswa sekolah dasar [Critical reading ability of elementary school students]. Universitas Pendidikan Indonesia.
Ramadhanti, A. S., Sumiati, T., & Wulan, N. S. (2021). Pengaruh strategi SQ3R dalam meningkatkan kemampuan membaca kritis siswa kelas V sekolah dasar. Renjana Pendidikan: Prosiding Seminar Nasional Pendidikan Dasar, 2(1), 73-82. https://proceedings.upi.edu/index.php/semnaspgsdpwk/article/view/1585
Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2023). The COVID-19 impact on reading achievement growth of Grade 3–5 students in a US urban school district: variation across student characteristics and instructional modalities. Reading and Writing, 36(2), 317-346. https://doi.org/10.1007/s11145-022-10387-y
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463. https://doi.org/10.1002/RRQ.030
Setyowati, E., Sukartiningsih, W., & Surabaya, U. N. (2024). Menilai dampak kearifan lokal terhadap pembelajaran bahasa Indonesia di sekolah dasar. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 6(3), 198-212. https://doi.org/10.37680/scaffolding.v6i3.6473
Siddik Romadhan, & Suttrisno. (2021). Pengembangan bahan ajar budaya literasi melalui cerita rakyat dalam membentuk sikap nasionalisme siswa sekolah dasar. Jurnal Riset Madrasah Ibtidaiyah (JURMIA), 1(1), 81-88. https://doi.org/10.32665/jurmia.v1i1.206
Uge, S., Neolaka, A., & Yasin, M. (2019). Development of social studies learning model based on local wisdom in improving students' knowledge and social attitude. International Journal of Instruction, 12(3), 375-388. https://doi.org/10.29333/iji.2019.12323a
Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186. https://doi.org/10.1598/RRQ.39.2.2
Wang, J., Pines, J., Joanisse, M., & Booth, J. R. (2021). Reciprocal relations between reading skill and the neural basis of phonological awareness in 7- to 9-year-old children. NeuroImage, 236, 118083. https://doi.org/10.1016/j.neuroimage.2021.118083
Zidny, R., & Eilks, I. (2020). Indigenous knowledge as a sociocultural context for science to promote transformative education for sustainable development. Sustainability, 12(10), 4148. https://eric.ed.gov/?id=EJ1241336
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nirmala Rahmatul Lailiya, Wahyu Sukartiningsih, Hendratno
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
