Beyond the Classroom: Multilevel Strategies for Early Literacy Development in Madrasah Ibtidaiyah
Keywords:
Early Literacy, Madrasah Ibtidaiyah, Teacher Strategy, SensemakingAbstract
This study examines the strategies of Madrasah Ibtidaiyah (MI) teachers in improving the initial literacy of low-grade students by highlighting the relationship between pedagogical practice, institutional support, and the dynamics of the madrasah context. The results of the study showed that teachers used phonics and reading workshop methods to strengthen sound recognition skills, foster interest in reading, and improve students' ability to retell the content of reading. However, the effectiveness of the strategy is influenced by structural obstacles such as limited reading books, minimal literacy space, and inconsistent literacy schedules. The support of the head of the madrasah and the committee is an important factor in providing facilities, setting internal policies, and maintaining the continuity of literacy routines. Using the framework of sensemaking theory, this study highlights how teachers interpret learning demands, classroom conditions, and institutional policies to tailor their practices. These findings provide a theoretical contribution that sensemaking in MI is collective and influenced by organizational structure, as well as expanding the early literacy literature by including institutional dimensions that are rarely discussed. This research emphasizes the need for institution-based literacy policies and sustainable teacher training.
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