Implementation of Literacy-Based Learning in Indonesian Language Subjects

Abstract

This study examines the implementation of literacy-based learning in Indonesian language instruction at Private Madrasah Aliyah in Tanjungbalai City, focusing on instructional planning, classroom practices, and evaluation processes. A qualitative descriptive approach was employed. Data were collected through classroom observations, in-depth interviews with Indonesian language teachers, school principals, and students, as well as document analysis. Data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing, with triangulation used to ensure data validity. The findings reveal that literacy-based learning has been implemented through reading activities, text-based discussions, and simple writing tasks integrated into classroom instruction. However, the implementation remains at a basic level and is predominantly teacher-centered. Literacy activities tend to emphasize initial text comprehension rather than higher-order thinking skills, such as critical analysis, interpretation, and reflective evaluation. Furthermore, learning evaluation focuses more on learning outcomes than on students’ literacy processes. Major challenges include limited instructional time, students’ diverse abilities, limited learning resources, and teachers’ pedagogical competence. The novelty of this study lies in its contextual exploration of literacy-based Indonesian language learning in Private Madrasah Aliyah by integrating literacy practices with Islamic educational values and local cultural contexts. This study contributes theoretically by reinforcing literacy as a social and pedagogical practice and provides practical insights for developing more participatory and reflective literacy-based learning strategies.