Implementation of Critical Literacy Learning in Primary Education Through a Simple Research Writing Project

Abstract

Critical literacy skills are important for students to master. Literate students are students who have critical awareness of themselves and their environment so that they are able to critically and objectively solve problems. To form this mental attitude, the implementation of critical literacy learning needs to be constructed properly. Critical literacy learning is centered on texts and responses to texts that are realized through listening, reading, speaking, and writing tasks that are carried out in a balanced manner in a challenging task frame for students. Writing a research report requires objective analysis of the text and contextual problems found in the field, therefore research learning is one form of critical literacy learning. This research method is a qualitative method with an exploratory research type. This study aims to describe the implementation of critical literacy learning in elementary education. Data collection uses documentation, interview and observation techniques with the main instrument being the researcher himself. In collecting data on critical literacy learning planning, the researcher was assisted by additional instruments, the researcher used observation sheets, and semi-structured interview sheets with teachers and students. To ensure the validity of the data, triangulation of sources and methods was used. The results of the study show that the implementation pattern of learning constructed in critical literacy learning is to expose students to various readings to construct theories with meaningful experiences, understand readings by reviewing them from various perspectives, find contextual problems, and discuss contextual problems based on theory and objectivity. The assessment carried out by the teacher is an assessment that uses various forms with representative instruments. In addition, student involvement in the assessment will determine objectivity. Of the 5 criteria proposed to measure critical literacy skills, students have only reached the third stage, namely analytical. This happens because the learning process carried out by the teacher has not met the requirements of good feedback strategies, representative assignments and maximum facilitation from the teacher.