Strategi Kolaboratif Guru dalam Mengatasi Functional Illiteracy pada Generasi Alpha
Studi Kasus di Madrasah Ibtidaiyah Muhammadiyah Unggulan Kota Gorontalo
DOI:
https://doi.org/10.20414/elhikmah.v19i1.12548Keywords:
functional illiteracy, strategi kolaboratif guru, Generasi Alpha, literasi kontekstual, MIM UnggulanAbstract
Abstrak: Functional illiteracy adalah ketidakmampuan individu menggunakan keterampilan literasi dasar secara efektif dalam kehidupan sehari-hari, sebuah fenomena yang paradoksal di tengah tingginya akses informasi digital Generasi Alpha. Penelitian ini bertujuan untuk menganalisis strategi kolaboratif guru di Madrasah Ibtidaiyah Muhammadiyah (MIM) Unggulan Kota Gorontalo dalam mengatasi masalah tersebut. Menggunakan pendekatan kualitatif dengan desain studi kasus, penelitian ini menggali bagaimana sinergi antar-pendidik diterapkan di lingkungan madrasah. Data dikumpulkan melalui wawancara mendalam dengan kepala sekolah, guru kelas (Bahasa Indonesia dan Matematika), serta orang tua, dilengkapi dengan observasi partisipatif dan studi dokumen. Hasil penelitian menunjukkan bahwa sekolah menerapkan strategi holistik melalui tiga pilar utama: (1) kontekstualisasi pembelajaran bahasa berbasis kearifan lokal untuk mendekatkan teks dengan realitas siswa, (2) integrasi logika literasi dalam pembelajaran numerasi, dan (3) penguatan ekosistem literasi keluarga. Penelitian ini menyimpulkan bahwa pengentasan functional illiteracy di madrasah tidak bertumpu pada satu mata pelajaran semata, melainkan pada orkestrasi peran guru yang memadukan pendekatan pedagogis kontekstual dengan nilai-nilai humanis.
Abstract: Functional illiteracy refers to an individual’s inability to use basic literacy skills effectively in everyday life, a paradoxical phenomenon amid the high level of digital information access enjoyed by Generation Alpha. This study aims to analyse the collaborative strategies employed by teachers at Madrasah Ibtidaiyah Muhammadiyah (MIM) Unggulan, Gorontalo City, in addressing this issue. Using a qualitative approach with a case study design, the research explores how synergy among educators is enacted within the madrasah environment. Data were collected through in-depth interviews with the headteacher, classroom teachers (Indonesian Language and Mathematics), and parents, complemented by participant observation and document analysis. The findings indicate that the school implements a holistic strategy through three main pillars: (1) contextualising language learning based on local wisdom to bring texts closer to pupils’ lived realities, (2) integrating literacy logic within numeracy instruction, and (3) strengthening the family literacy ecosystem. The study concludes that tackling functional illiteracy in madrasah settings does not rely on a single subject alone, but rather on the orchestration of teachers’ roles that blend contextual pedagogical approaches with humanistic values.
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