Multiliteracy Pedagogy in Literature Learning for Students' Critical Thinking Skills
Keywords:
multiliteracy pedagogy, literature learning, critical thinking, creativity, collaborationAbstract
This study aims to explore the application of multiliteracy pedagogy in literature learning as an effort to train students' critical thinking skills. This research uses a conceptual analysis method based on existing literature resources with a berrypicking technique. The data collection technique was carried out with a literature search of documents, phenomena, and problems of multiliteracy pedagogy in Indonesia. The findings of this study provide the concept of multiliteracy pedagogy-based literature learning to train students' thinking skills through stages, namely exploration, critical analysis of literature, work production, and collaborative reflection. Through these stages students are encouraged to think critically, creatively, and analytically. Literary works are used to introduce students to complex themes, characters, and messages, so that they can observe, evaluate, and make judgements based on evidence. This research reinforces the concept of multiliteracies pedagogy as an innovative approach to literature learning, which includes the mastery of multimodal literacy (textual, visual and auditory) and higher-order thinking skills and connects multiliteracies pedagogy with 21st century learning dimensions, such as critical thinking, collaboration and creativity.
Downloads
References
Abida, S. (2016). Developing critical thinking skills in literature learning. Penerbit Pendidikan dan Pembelajaran.
Abidin, Y., Mulyati, T., & Yunansah, H. (2015). Literacy Learning in the Context of Integrative, Multidisciplinary and Differentiated Education. Rizqy Press.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain. Addison Wesley Publishing Company.
Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. ASCD Alexandria.
Caughlan, S. (2008). Advocating for the Arts in an Age of Multiliteracies. Language Arts, 86(2), 120–126.
Cope, B., & Kalantzis, M. (2000). Multiliteracies. Routledge.
Cope, B., & Kalantzis, M. (2009). Pedagogies : An International “ Multiliteracies ”: New Literacies , New Learning (Issue December 2014). https://doi.org/10.1080/15544800903076044
Costabile-Heming, C. A., & Halverson, R. J. (2023). Reading literature in the Digital Age: Connecting students to texts orally and aurally. Die Utterichtspraxis Teaching Germany, 56(2).
Dafit, F. (2010). Implementation of the Multiliteracy Model in the Reading Comprehension Learning Process of Fourth Grade Elementary School Students. School Journal (JS), 1(2), 53–59.
Elder, L., & Paul, R. (2008). Critical Thinking Development: A Stage Theory. In www.criticalthinking.org.
Enciso, O. L. U., Enciso, D. S. U., & Daza, M. del P. V. (2017). Critical Thinking and its Importance in Education : Some Reflections. Rastros Rostros, 34(2017), 78–88.
Ennis, R. H. (1996). Critical Thinking Dispositions : Their Nature and Assessability. Informal Logic Vol., 18(1996), 165–182.
Facione, P. A., & Gittens, C. A. (2016). Think Critically.
Febriani, M., Nuryatin, A., Supriyanto, T., & Mardikantoro, H. B. (2023). The Problems of Literary Education in Indonesia and Its Transformation for Generation Alpha. Prosiding Seminar Nasional Pascasarjana, 1140–1145.
Furner, J. (2004). Conceptual analysis: A method for understanding information as evidence, and evidence as information. Archival Science, 4(3–4), 233–265. https://doi.org/10.1007/s10502-005-2594-8
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1).
Graham, M. S., & Benson, S. (2017). A Springboard Rather Than a Bridge: Diving into Multimodal Literacy. The English Journa, 100(2), 93–97.
Herlambang, A. (2018). Multiliteracy pedagogy in a socio-cultural context: A multicultural approach in education. Penerbit Edupress.
Hidayat, F., Akbar, P., & Bernard, M. (2019). Analysis of critical mathematical thinking skills and learning independence of junior high school students on SPLDV material. Journal On Education, 01(02), 515–523.
Indriana, L., & Maryati, I. (2021). Mathematical Problem-Solving Ability of Junior High School Students on Quadrilaterals and Triangles in Sukagalih Village. Plusminus: Journal of Mathematics Education, 1(3), 541–552.
Istiyono, E., Djemari Mardapi, & Suparno, S. (2014). Development of the Physics High-Order Thinking Ability Test (PsyTHOTS) for High School Students. Journal of Educational Research and Evaluation, 18(1), 1–12.
Mcgregor, D. (2007). Developing Thinking, Developing Learning: A Guide to Thinking Skills in Education. Open University Press.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Sage Publications.
Misriani, A., Kurniawan, R., & Cintari, S. (2022). Transforming Literature Learning Based on Local Wisdom in the Post-Pandemic Industrial Revolution 4.0 Era. Journal of Sustainable, 5(2), 433–439.
Morocco, C. C., & Hindin, A. (2008). Supportive learning environments for children with developmental disabilities: Literacy, language, and learning.
New London Group. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), 60–92.
Rifai, A. B., & Setyaningsih, N. H. (2019). The Effectiveness of the Digital Multiliteracy Model and the Creative-Productive Model in Learning to Write Fantasy Story TextsThe Effectiveness of the Digital Multiliteracy Model and the Creative-Productive Model in Learning to Write Fantasy Story Texts. DWIJA CENDEKIA: Journal of Pedagogical Research, 3(1), 50–61.
Sari, E. S., Suryaman, M., & Lestyarini, B. (2013). Multiliteracy Model in Indonesian Language and Literature Education Lectures. Litera: Journal of Research on Language, Literature, and Their Teaching, 12(2), 246–255.
Spjeldnæs, K., & Karlsen, F. (2022). How digital devices transform literary reading : The impact of e-books , audiobooks and online life on reading habits. New Media & Society, 28(6). https://doi.org/10.1177/14614448221126168
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Penerbit Alfabeta.
Syafruddin, I. S., & Pujiastuti, H. (2020). Analysis of Mathematical Critical Thinking Skills: A Case Study of Students at MTs Negeri 4 Tangerang. Suska Journal of Mathematics Education, 6(2), 89–100.
Thorne, S. L., & May, S. (2008). Language , Education and Technology. Springer US.
Untari, E. (2013). The Importance of Multiliteracy Learning for Elementary School Teacher Education Students in Preparing Themselves to Face the 2013 Curriculum. Elementary School Vehicle, 25(1), 16–22.
Widodo, S. (2016). Developing Students' Critical Thinking Skills through Problem-Based Learning Through Socio-Economic Issues After the Jatigede Reservoir Flooding in Social Studies Learning at SMPN 2 Wado, Sumedang Regency, Class VIIIC. International Journal Pedagogy of Social Studies, 1(2), 1–14.
Wulandari, N. M. R., Wulan, N. S., & Wahyudin, D. (2021). Analysis of Reading Comprehension Skills in Multiliteracy Learning for Elementary School Students. Edukatif: Journal of Educational Sciences, 3(5), 2287–2298.
Zetriuslita, Ariawan, R., & Nufus, H. (2016). Analysis of students' critical mathematical thinking skills in solving integral calculus descriptive problems based on their ability levels. Infinity: Scientific Journal of the Mathematics Study Program of STKIP Siliwangi Bandung, 5(1), 56–65.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ayyu Subhi Farahiba (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
