Optimalisasi Pembelajaran Bahasa Indonesia Berbasis Kontekstual untuk Meningkatkan Literasi Siswa Sekolah Dasar dalam Mendukung Sustainable Development Goal 4
DOI:
https://doi.org/10.56404/jels.v6i2.337Keywords:
Indonesian Language Learning, Contextual Learning, Elementary School, Students' Literacy, SDG 4Abstract
This study aims to analyze literacy challenges among elementary school students and develop a contextual Indonesian language learning framework to support the achievement of Sustainable Development Goal (SDG) 4. The study employed a Systematic Literature Review (SLR) using the PRISMA 2020 framework, encompassing the stages of identification, screening, eligibility, and inclusion. Data were collected from Google Scholar, Garuda, Scopus, and Taylor & Francis publications published between 2020 and 2026. Of the 55 identified articles, six met the inclusion criteria and were analyzed in depth. The findings suggest that low literacy achievement among elementary school students is associated with limited reading comprehension, mechanically oriented instruction, and a mismatch between textbook content and students’ real-life experiences. The literature further indicates that contextual learning has the potential to enhance student engagement, text comprehension, and critical thinking by connecting learning with authentic experiences. Based on the synthesis of the reviewed studies, this research proposes an integrated learning framework comprising four main components: content, context, learning experience, and learning strategy. The findings suggest that this framework has significant potential to support more meaningful and relevant Indonesian language learning and contribute to the achievement of SDG 4. However, further empirical validation is needed to examine its effectiveness in classroom practice.
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