Implementasi Pendekatan Multiliterasi Melalui Media Video Animasi Dalam Pengajaran Membaca Cerita Rakyat Di Kelas 5 SDN Kalirejo Kabupaten Bojonegoro

Budi, Setyo (2026) Implementasi Pendekatan Multiliterasi Melalui Media Video Animasi Dalam Pengajaran Membaca Cerita Rakyat Di Kelas 5 SDN Kalirejo Kabupaten Bojonegoro. S2 thesis, Universitas PGRI Madiun.

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Abstract

Setyo Budi. 2025. Implementation of a Multiliteracy Approach Through Animated Video Media in Teaching Folktale Reading in Fifth Graders at Kalirejo Elementary School, Bojonegoro Regency. Thesis. Master's Program in Indonesian Language and Literature Education. Graduate School, Universitas PGRI Madiun (UNIPMA). Supervisor I: Dr. Elva Nuraina, M.Sc., Supervisor II: Dr. Kodrat Eko Putro Setiawan, M.Pd. Keywords: multiliteracy, folktales, reading, elementary school, multimodal This study aims to (1) describe multiliteracy-based learning planning in teaching folktale reading in fifth graders at Kalirejo Elementary School, (2) describe the implementation of the multiliteracy approach in teaching folktale reading, and (3) analyze the impact of using the multiliteracy approach on students' understanding of folktales. This study used a qualitative case study method with the subjects being a fifth-grade teacher and 35 fifth-grade students at Kalirejo Elementary School, Bojonegoro Regency. Data collection was conducted through observation, interviews, documentation of teaching modules, and analysis of students' multimodal products. Data were analyzed using data reduction, data presentation, and conclusion drawing techniques according to Miles and Huberman. The research results show that: (1) the learning plan comprehensively integrated multiliteracy principles through the selection of multimodal media (printed text, video, audio, images), goal setting encompassing interpretive and creative skills, and authentic product-based assessment; (2) the implementation of multiliteracy learning took place through three stages (pre-reading, during reading, and post-reading) and encouraged collaboration, critical literacy, and student production of meaning; (3) the multiliteracy approach had a positive impact on students' understanding of folktales, marked by increased ability to identify story elements, analyze moral values, and produce multimodal works. This approach also increased reading motivation and provided more inclusive learning access for low-ability students. This research concludes that the multiliteracy approach is effectively applied in teaching reading folktales and supports the implementation of the Independent Curriculum in elementary schools.

Item Type:	Thesis/Skripsi/Tugas Akhir (S2)
Kata Kunci:	multiliteracy; folktales;reading; elementary school; multimodal
Subjects:	L Education > L Education (General) P Language and Literature > PN Literature (General)
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa dan Sastra Indonesia
Depositing User:	SETYO BUDI SETYO
Date Deposited:	20 Apr 2026 07:35
Last Modified:	20 Apr 2026 07:35
URI:	http://eprint.unipma.ac.id/id/eprint/5989

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