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This study is grounded in the growing concern over the weakening of students’ critical literacy skills and cultural awareness in higher education, particularly in the context of rapid digitalization and the dominance of global discourse. Local cultural traditions, especially those rooted in Maumere society, have not been optimally utilized as meaningful academic literacy resources in Indonesian language learning. This research aims to explore how Maumere cultural traditions can be integrated as sources of critical literacy to strengthen students’ interpretative, analytical, and reflective abilities. Employing a qualitative research approach, data were collected through classroom observations, in depth interviews with students and lecturers, and documentation of learning materials in Indonesian language courses at Universitas Muhammadiyah Maumere. The findings reveal that traditional texts, narratives, rituals, and oral expressions from Maumere culture contain rich linguistic, ethical, and symbolic meanings that support the development of critical reading and writing skills. The integration of cultural texts encourages students to engage more deeply with academic discourse while simultaneously reinforcing local identity and cultural sensitivity. This study implies that culturally grounded literacy practices not only enhance academic competencies but also contribute to the preservation of local wisdom within higher education learning frameworks.

The rapid and significant development of technology in the world has made online games a very popular form of entertainment among teenagers and students. Easy access to online games through gadgets has led to an increase in the number of teenagers playing online games. This condition has both positive and negative impacts on education, particularly on students' interest in learning. This study aims to analyze in depth the influence of online games on the lives and learning achievements of teenagers based on previous articles. We chose a literature study method for this research, and the data sources were obtained from articles relevant to the discussion. The data collection technique was carried out by reading and examining important information from the articles used. The results of the study show that online games have both positive and negative impacts on teenagers. The positive impacts can be seen in games that are educational and relevant to learning, as they can increase motivation, curiosity, and skills in teenagers. However, if played excessively and without supervision, online games tend to reduce concentration, decrease study time, and impact academic achievement, psychological well-being, and the health of adolescents. Therefore, the role of parents and teachers is crucial in controlling, guiding, and monitoring the use of online games so that adolescents can use them wisely and support the learning process wherever they are.

Learning is an activity to educate students at school which aims to make science acceptable and well understood. Through the learning process, students are expected to experience positive changes, both in terms of knowledge, attitudes, and skills. One of the learning processes that has a great influence on the lives of students is learning Indonesian. Learning Indonesian is very important because it functions as the main means of communication in daily life, both orally and in writing. With good Indonesian language skills, students will find it easier to express ideas, understand information, and interact effectively with the surrounding environment. Therefore, Indonesian learning in elementary schools must be designed in a systematic, interesting, and in accordance with the characteristics of students. In addition to clear goals, appropriate strategies and solutions are also needed to overcome various difficulties that arise, such as low interest in learning, limited vocabulary, and lack of reading and writing comprehension. These efforts are expected to be able to improve the quality of Indonesian learning optimally.

This study aims to examine the implementation of Qur’anic learning in improving early childhood students’ ability to read the Qur’an, as many young children are still not fluent in Qur’anic reading. The research was conducted at RA Qur’an Mayada. The focus of the study includes: (1) the educational concepts applied by the institution to enhance Qur’anic reading skills, (2) the strategies or programs used in Qur’anic reading instruction, (3) the implementation of Qur’anic learning in improving Qur’anic reading ability, and (4) the inhibiting factors and solutions in strengthening Qur’anic reading proficiency. This study employed a descriptive qualitative method through observation, interviews, and documentation. The results show that the institution develops an integrative curriculum using child-centered learning approaches, particularly through the methods of tilawah, talaqqi, tadarus, and educational games. The main challenges arise from differences in students’ abilities, limited learning time, and unequal family support. Solutions include increasing learning hours, maintaining intensive communication with parents, and providing regular teacher training.

This study describes the implementation of Field Work Lectures (KKL) in Muara Wahau Village, focusing on religious education, youth character building, and community economic and social empowerment. KKL students were directly involved in teaching at the TPQ (Islamic Religious Education Center), tutoring for elementary and kindergarten students, leadership development in junior and senior high schools, mentoring MSMEs, community service activities, group exercise, and family health data collection. Data were obtained through observation, interviews, and documentation, then analyzed thematically. The results showed that the KKL successfully improved the youth's Quran reading skills, understanding of religious values, discipline, leadership, and social awareness. Furthermore, economic and social empowerment through MSME mentoring and community activities strengthened community independence and synergy. Obstacles such as high rainfall and the absence of the village head were successfully overcome through intensive coordination and adjustments to the activity schedule. The KKL proved effective as a practical learning tool for students while also having a positive impact on the community.

The management of the Qur'an memorization program at Al Iman Quran Science Junior High School by school administrators is covered in this paper. One of the school's main initiatives is the Qur'an memorization program, which aims to develop students' character via memorization and study of the Qur'an while also raising educational standards. This study employs a descriptive method in conjunction with a qualitative approach. The principal and Tahfidz instructors who are actively involved in the program's execution make up the research subjects. Interviews, observations, and documentation were used to gather data. According to research findings, school leadership plays a significant role in teacher development by offering training to enhance teacher competency and working to promote collaboration with parents of children. Four Qur'anic teacher support each class while the memorization method is implemented in an organized and disciplined manner. For students in the first and second grades, audio and the Hijaz Wafa-style Qur'anic reading method are employed as educational resources. Regular memorizing competitions organized by the school and the education administration each year are supporting aspects for this program. Meanwhile, differences in kids' remembering skills and parents' lack of interest in and support for their children's at-home learning activities are examples of limiting factors.

Early childhood education is a fundamental phase in the formation of children's character, literacy skills, and social skills. However, children's basic literacy skills in various regions of Indonesia, including Aisyiyah 2 Aimas Kindergarten, Southwest Papua, are still relatively low, exacerbated by limited learning media, conventional teaching approaches, and teachers' lack of understanding of inclusive education and positive discipline. This study aims to analyze the implementation of basic literacy training with inclusive education and its impact on improving teacher competence. The method used is a one group pretest in the context of community service, involving six teachers as subjects. The program is carried out through three stages: pre-training (observation, interview, and pretest), training (literacy materials based on the DUBT model—Listen, Speak, Read, Write; inclusive education; and positive discipline), and post-training (posttest, classroom observation, reflection, and mentoring). The results showed a significant increase in teacher competence, as shown by the increase in the average pretest score from 57.5 to 84.8 in the posttest. In addition, 83% of teachers are able to implement literacy practices such as reading picture stories, letter cards, reading corners, and dialogue interactions with children. Teachers also began to show acceptance of children's diversity and applied positive discipline without punishment. These findings show that inclusion-based literacy training is effective in improving teachers' pedagogical knowledge and practices. This research emphasizes the importance of developing adaptive, humanist, and equitable literacy as the foundation of early childhood learning.

Reading is a must-have skill for students, regardless of proficiency level. Reading skills are used in all subjects in school. By using reading, they can understand what they learn and obtain information about subjects that help develop their skills. In this term, reading strategies play an important role in defining the success of reading. Many researchers have found that using strategies can help students read effectively and efficiently. This issue is fascinating because success in reading is supported by the strategies readers use. Therefore, the researcher is interested in finding out what reading strategies high school students use. This study aims to examine the reading strategies used by Senior High School students while comprehending descriptive text and their perception of reading strategies. The research design was a qualitative approach based on the theory of case study. The informant consists of tenth-grade students of the eleventh-grade Senior High School. Observation and individual interviews are instruments used by the researcher to collect data, and then the data is analyzed by triangulation, which consists of reducing data, displaying data, and drawing. The results of this study show that there were 7 strategies used by participants namely repeated reading, taking notes, imagine the content, summarizing, bottom up, guessing, getting the purpose of reading, each participant uses more than one strategy in reading, The result also showed that the strategies the students used while reading greatly helped them understand the text and made the reading process more effective and efficient.

This study aims to examine the relationship between reading interest and students' speaking skills at the elementary school level using a literature review approach. The background of this study focuses on the importance of reading interest as an element of speaking skills that need to be honed from an early age, and there is a strong assumption that reading interest has a major influence in improving these skills. The method applied is an analysis of five scientific articles found through a search using the keywords "speaking skills", "vocabulary", and "reading interest" on Google Scholar. The results of the study showed that all studies analyzed concluded that there was a significant and positive relationship between reading interest and speaking skills. Students who have a high interest in reading generally show better speaking skills thanks to their rich vocabulary, good sentence structure, and the ability to convey ideas regularly. These findings have important implications for teachers, curriculum developers, and parents to combine reading activities with speaking activities in the educational process. Increasing literacy culture from an early age has been shown to support the development of students' oral communication skills more effectively and sustainably.

Learning the Qur'an in Islamic Elementary Schools requires an approach that emphasizes not only reading skills but also understanding the meaning and internalizing the Qur'anic values ​​contextually. However, learning practices that are still dominated by conventional methods have the potential to reduce student engagement and interest in learning, especially in narrative materials such as animal stories in the Qur'an. This study aims to examine the effectiveness of the Qur'anic Magic Cards media as a learning medium for animals in the Qur'an in increasing the understanding and interest in learning of students in Islamic Elementary Schools. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The results show that the use of the Qur'anic Magic Cards media can help students understand the meaning of verses more concretely, increase active involvement during learning, and foster interest in learning the Qur'anic material. This media also contributes to creating a fun, contextual, and meaningful learning atmosphere, so that the messages of the Qur'an are not only understood textually but also internalized in the learning process. Thus, the Magic Quran Cards can be used as an innovative and relevant alternative Quranic learning medium for implementation in Islamic Elementary Schools (Madrasah Ibtidaiyah).

This study aims to describe the implementation of multisensory strategies in improving the early reading skills and comprehension of dyslexic children in grade 2 of Bugel 2 Public Elementary School. The subject of the study was a student with dyslexia characteristics who had shown difficulties in phonological aspects, letter recognition, reading syllables, and reading comprehension. The method used was direct observation using an early reading test instrument, a comprehension test, and a learning behavior observation sheet. The results showed that the implementation of multisensory strategies (Visual-Auditory-Kinesthetic-Tactile) through letter tracing activities, reading with the help of sounds, arranging letter cards, and reading together exercises was able to improve reading accuracy, strengthen letter-sound relationships, and foster students' self-confidence. Thus, multisensory strategies were proven effective in helping dyslexic children master early reading skills and comprehend simple texts. This study provides an important contribution to the development of more inclusive and effective teaching methods, especially for students with dyslexia, who require a more holistic and comprehensive approach to improve their literacy skills. As a suggestion, the implementation of this strategy can be expanded by involving more students and considering variations in the types of texts and teaching materials used.

This study aims to analyse the difficulties experienced by female students at Tunas Ilmu Islamic Junior High School in learning English. English is an important subject in the curriculum, but some students still show difficulties in understanding and using the language effectively. This study uses a  qualitative descriptive method with observation, interviews and a questionnaire given to students. The initial results of the essay questionnaire show that 50% of students say they like English lessons, while the other 50% experience difficulties in learning. Meanwhile, the results of the multiple-choice questionnaire showed that students experienced three difficulties, namely difficulty reading sentences, understanding vocabulary, and understanding grammatical concepts. Learning difficulties are a problem that prevents students from following lessons as well as other students in general. Learning difficulties are commonly experienced by students. The results of the study show that the main difficulties students face are in speaking and listening skills, which are caused by a lack of vocabulary, low self-confidence, and limited exposure to English outside the classroom. Another contributing factor is the lack of variety in teaching methods. Therefore, this study is expected to serve as a basis for teachers to design more effective learning strategies that are tailored to the needs of students.

This article explores the implementation of a Community Service Program (KKN) carried out by students from the Faculty of Teacher Training and Education at Unismuh Makassar with the objective of improving reading and writing skills among students at SMP Negeri 2 Galesong. The KKN activities were specifically designed to strengthen literacy development through various programs, including the cultivation of daily reading habits, the establishment of literacy corners in classrooms, and creative writing training aimed at encouraging students to express ideas in written form. This study employed a descriptive qualitative approach, with data collected through direct observation, interviews with teachers and students, and documentation of literacy activities. The results indicate a significant increase in students’ interest and motivation in reading activities, as well as more active participation during literacy sessions. In addition, students demonstrated improvement in the quality of simple written texts, particularly in terms of idea organization and expression. Overall, the implementation of the KKN program proved effective in supporting the development of a positive literacy culture and enhancing students’ basic literacy skills within the school environment.

Creative writing plays an important role in developing students’ imagination, self- expression, and language competence in the digital era. However, many learners still struggle with generating ideas, maintaining motivation, and gaining confidence in writing. This study aims to analyze how the use of Wattpad, viewed through the Social Constructivist framework, can enhance students’ creative writing skills, motivation, and confidence. This research applies a qualitative descriptive approach supported by survey data from 30 high school students who actively use Wattpad. The results show that 95.7% of respondents have used Wattpad before, with most of them using it to read and learn from other writers. A total of 60.9% of respondents stated that reading other writers’ works was the most helpful for improving their writing, while 17.4% highlighted peer comments and feedback as additional support. Despite its benefits, 43.5% of students mentioned difficulty in organizing ideas as their main challenge. Open-ended responses revealed that positive feedback and community interaction on Wattpad helped increase students’ motivation and confidence in writing. The discussion emphasizes that the social interaction and feedback features of Wattpad foster collaborative learning, aligning with Vygotsky’s concepts of scaffolding and the Zone of Proximal Development. These findings suggest that integrating Wattpad into writing instruction can effectively enhance students’ creativity, critical thinking, and confidence in producing literary works.

Reading literacy in early childhood is an important foundation for children's cognitive, language, and social development in subsequent educational stages. Literacy in early childhood can begin through letter recognition, fostering interest in printed materials, enriching vocabulary, and developing oral communication skills. At this stage, the initial skill that needs to be developed is the introduction of written language through reading activities tailored to the child's developmental characteristics. However, early childhood's ability to understand reading literacy shows significant differences, both in terms of interest, ability, and environmental support. This condition indicates that reading literacy understanding in early childhood is not evenly distributed. Therefore, this community service activity aims to provide reading literacy education to early childhood through a fun, interactive, and contextual approach. The activity methods include reading assistance, the use of visual media, and the active involvement of educators and parents. The results of the activity show an increase in reading interest, letter recognition skills, and children's positive responses to literacy activities. This activity is expected to be a sustainable effort to support the strengthening of reading literacy in early childhood education.

Textbooks are the heart of the learning process, therefore an in-depth analysis of the suitability, relevance, and pedagogical potential of textbooks is crucial to ensure that learning outcomes can be achieved optimally. This study aims to analyze and describe based on aspects of content, presentation, language, graphics in the Indonesian language textbook for grade II elementary school revised independent curriculum published by Erlangga by Dr.A. Indradi, M.Pd & Rahmah Purwahida, S.Pd., M.Hum. The method used is qualitative descriptive analysis by referring to textbook feasibility guidelines. The results of the analysis show that this textbook is generally suitable for use. The suitability of the material with learning outcomes includes the development of four language skills, namely listening, speaking, reading, and writing, which are presented in an integrated and contextual manner. The presentation of the material is considered effective through the use of simple language, logical flow, and varied assignments. Overall, this textbook is a relevant and supportive learning resource in implementing the independent curriculum at the grade II elementary school level.

This study aims to explore students' experiences, reflections, and perceptions of innovative learning in drama studies through digital performance. This qualitative descriptive research utilized a case study approach with 36 students enrolled in the Drama Studies course (2025/2026) within the Indonesian Language and Literature Education program at Universitas Singaperbangsa Karawang. Primary data consisted of students' written reflections and digital performance artifacts, supported by secondary data from literature on constructivism, dual coding/multisensory theory, and emotional intelligence, as well as curriculum documents. Data collection involved documentation, participatory observation, and semi-structured interviews. Data analysis employed thematic analysis through systematic steps including reading, coding, categorization, interpretation, and presentation. Data validity was ensured through source triangulation, member checking, and peer debriefing. The findings indicate that digital performance provides positive learning experiences, strengthens the integration of theory and practice, fosters problem-solving skills, and develops collaboration, empathy, and students' emotional intelligence. These results affirm that digital performance-based drama learning is a pedagogical innovation relevant to 21st-century competencies and can serve as a model for project-based curriculum development in literature education.

Reading literacy among 6th grade elementary students is often superficial, limiting their ability to analyze implicit meanings and connect texts to real-world contexts. This review examines the potential of deep learning as a pedagogical approach to enhance in-depth text comprehension. Deep learning emphasizes active engagement, reflection, and the construction of meaningful knowledge, aiming to foster critical thinking and improve comprehension. Recent studies highlight implementation strategies such as reflective journaling and interactive discussions, which have demonstrated significant improvements in students' critical thinking and comprehension scores (p < 0.05). These findings suggest that deep learning methods surpass traditional approaches by promoting higher-order cognitive skills, enabling students to analyze and interpret texts more effectively. However, challenges such as inadequate teacher training persist, which may hinder the full integration of deep learning techniques. To address these challenges, further research is needed to explore scalable digital tools that can support deep learning in diverse classroom settings. By examining the potential for digital integration, future studies could provide insights into how technology can facilitate the widespread adoption of deep learning strategies, making them more accessible and effective for a broader range of students. Ultimately, this review underscores the promise of deep learning in enhancing reading literacy and suggests that addressing the barriers to its implementation could have significant educational benefits.

This article explores the implementation of a Community Service Program (KKN) carried out by students from the Faculty of Teacher Training and Education at Unismuh Makassar with the objective of improving reading and writing skills among students at SMP Negeri 2 Galesong. The KKN activities were specifically designed to strengthen literacy development through various programs, including the cultivation of daily reading habits, the establishment of literacy corners in classrooms, and creative writing training aimed at encouraging students to express ideas in written form. This study employed a descriptive qualitative approach, with data collected through direct observation, interviews with teachers and students, and documentation of literacy activities. The results indicate a significant increase in students’ interest and motivation in reading activities, as well as more active participation during literacy sessions. In addition, students demonstrated improvement in the quality of simple written texts, particularly in terms of idea organization and expression. Overall, the implementation of the KKN program proved effective in supporting the development of a positive literacy culture and enhancing students’ basic literacy skills within the school environment.

Literacy skills in elementary schools play a crucial role in supporting students’ academic development and overall learning success. However, observations conducted at SDN 2 Demulih revealed that many students still experience difficulties in comprehending reading materials and retelling stories coherently and systematically. This study aims to enhance students’ literacy and language skills through the implementation of the retelling technique as an instructional strategy. A descriptive research approach employing the ADDIE development model was applied, consisting of five stages: analysis, design, development, implementation, and evaluation. The program involved 21 students from grades IV–VI and utilized two audiovisual story media, namely “Independence” and “Bawang dan Kesuna.” The results indicate that the application of the retelling technique based on audiovisual media effectively improved students’ reading comprehension, learning activeness, and self-confidence in speaking activities. Students were able to reconstruct storylines accurately and express moral messages using their own words. Therefore, the retelling technique is proven to be an engaging, practical, and effective literacy learning strategy for elementary school students.