Integrated 6C-Multisensory and Growth Mindset Model for Strengthening Reading and Writing Literacy in Indonesian Elementary Schools
DOI:
https://doi.org/10.17507/jltr.1702.17Keywords:
6C, elementary schools, growth mindset, reading and writing literacy, multisensoryAbstract
The low interest in reading and the uneven distribution of basic literacy skills among early grade elementary school students indicate the need for a more holistic, contextual, and developmentally responsive learning model. This study aims to develop a literacy model that integrates the principles of 6C, multisensory approaches, and growth mindset. The research employed a Design and Development (D&D) approach, which consisted of the following stages: problem identification, model design, development, trial implementation, and evaluation. The sample comprised 70 first- and second-grade students from four elementary schools located in West Java, DKI Jakarta, and Banten provinces. Data collection techniques included tests, classroom observations, and questionnaires. Quantitative data analysis was carried out through normality testing, t-tests, and descriptive analysis, while qualitative data were analyzed thematically by examining teachers’ observation notes and students’ responses to identify patterns in learning experiences, perceptions, and challenges in implementing the model. The findings reveal that the literacy model developed in this study significantly improved students’ reading and writing literacy skills, with the average gain categorized as moderate. Additional findings emphasize that students became more enthusiastic, willing to take risks, and felt supported through the use of multisensory learning materials. Teachers also reported that the approach facilitated differentiated instruction tailored to students’ needs. Furthermore, the integration of growth mindset encouraged motivation and perseverance in task completion. Overall, the integrated 6C, multisensory, and growth mindset literacy model not only produced significant improvements in learning outcomes but also fostered positive, adaptive, and developmentally appropriate learning experiences for early grade elementary students.
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