Rethinking Teacher Literacy: Information Text Competence among Elementary Teachers within Indonesia’s Minimum Competency Assessment Framework
Main Article Content
Abstract
This study aim to examined elementary school teachers’ information text literacy within the framework of Indonesia’s Minimum Competency Assessment (AKM). The study employed a quantitative approach involving 25 elementary school teachers selected through purposive sampling. Data were collected using two researcher-developed instruments: an information text literacy questionnaire and an information-text-based test. The instruments were validated through expert judgment and a limited pilot test prior to administration. Data were analyzed using descriptive statistics and N-Gain to describe teachers’ performance across three competencies: identifying information, understanding information, and evaluating and reflecting on information. The findings showed improvement in concept mastery, by mean score increasing from the pre-test and the post-test. Teachers’ information text literacy also improved across all assessed aspects, with the highest gain found in identifying information (high), followed by evaluating and reflecting (moderate), while understanding information showed the lowest gain (low). In addition, teachers responded positively to the implemented learning design and was categorized as very practical. These findings indicate that teachers were relatively strong in retrieving explicit information, but still needed support in deeper comprehension and integrative meaning construction. This study provides empirical evidence for strengthening teacher professional development in support of AKM-aligned reading literacy.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Association of College and Research Libraries. (2016). Framework for information literacy for higher education. American Library Association. http://www.ala.org/acrl/standards/ilframework
Basabe, G., & Galigao, R. (2024). Teaching quality and literacy: professional development opportunities. Pantao (International Journal of The Humanities and Social Sciences), 3(4), 224-240
Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing, 32(9), 2281-2310.
Chen, M., Zhou, C., Man, S., & Li, Y. (2023). Investigating teachers’ information literacy and its differences in individuals and schools: A large-scale evaluation in China. Education and Information Technologies, 28(3), 3145–3172.
Creswell, J. W., (2009). Research design: Qualitative, quantitative, and mixed methods approaches 3rd ed. SAGE Publications, Inc
Ding, A. C. E., Shi, L., Yang, H., & Choi, I. (2024). Enhancing teacher AI literacy and integration through different types of cases in teacher professional development. Computers and Education Open, 6, 100178.
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672.
Esti, I., Hersulastuti, H., Indiyah, P. A., & Kun, A. A. (2023). Portrait of education in Indonesia: Learning from PISA results 2015 to present. International Journal of Learning, Teaching and Educational Research, 22(1), 321-340.
Fernández-Otoya, F., Cabero-Almenara, J., Pérez-Postigo, G., Bravo, J., Alcázar-Holguin, M. A., & Vilca-Rodríguez, M. (2024). Digital and information literacy in basic-education teachers: A systematic literature review. Education Sciences, 14(2), 127.
Harmoko, D. D. (2021). Digital literacy as a solution to improve the quality of Indonesia's human resources. Research and Development Journal of Education, 7(2), 413-423.
Hudson, A. K. (2023). Upper elementary teachers' knowledge of reading comprehension, classroom practice, and student's performance in reading comprehension. Reading Research Quarterly, 58(3), 351–360.
Inoa, R., Weltsek, G., & Tabone, C. (2014). A study on the relationship between theater arts and student literacy and mathematic s achievement. Journal for Learning through the Arts, 10(1).
Lee, J., Alonzo, D., Beswick, K., Abril, J. M. V., Chew, A. W., & Oo, C. Z. (2024). Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021. Educational Assessment, Evaluation and Accountability, 36(2), 145–200.
Lipka, O., Bufman, A., Shaul, S., & Katzir, T. (2025). Transforming teacher knowledge to practice: Exploring the impact of a professional development model on teachers’ literacy instruction and self-efficacy. Education Sciences, 15(9), 1230.
Markussen-Brown, J., Juhl, C. B., Piasta, S. B., Bleses, D., Højen, A., & Justice, L. M. (2017). The effects of language-and literacy-focused professional development on early educators and children: A best-evidence meta-analysis. Early Childhood Research Quarterly, 38, 97-115.
Nguyen, L. A. T., & Habók, A. (2024). Tools for assessing teacher digital literacy: A review. Journal of Computers in Education, 11(1), 305–346.
OECD. (2023). PISA 2022 results: Factsheets - Indonesia. OECD Publishing
Pusat Asesmen Pendidikan. (2020). Framework Asesmen Kompetensi Minimum (AKM). Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Quigley, A. (2020). Closing the reading gap (1st ed.). Routledge.
Rice, M., Lambright, K., & Wijekumar, K. (2024). Professional development in reading comprehension: A meta-analysis of the effects on teachers and students. Reading Research Quarterly, 59(3), 424–447.
Rusydiyah, E. F., Purwati, E., & Prabowo, A. (2020). How to use digital literacy as a learning resource for teacher candidates in Indonesia. Cakrawala Pendidikan, 39(2), 305-318.
Saptasari, M., Sunarmi, S., Sulasmi, E. S., Wicaksono, R. S., & Sudrajat, A. K. (2019). Information literacy skill: An alternative to support biology student's learning outcomes. Journal of Biological Education Indonesia, 5(3), 451-458.
Susilowati, N., Utami, N., Pujiati, A., Prasetyo, P. E., & Santoso, A. (2026). Pre-service teacher teaching readiness: The mediating role of field experience. Social Sciences & Humanities Open, 13, 102615.
Trixa, J., & Kaspar, K. (2024). Information literacy in the digital age: Information sources, evaluation strategies, and perceived teaching competences of pre-service teachers. Frontiers in Psychology, 15, 1336436.
Wu, D., Zhou, C., Li, Y., & Chen, M. (2022). Factors associated with teachers' competence to develop students’ information literacy: A multilevel approach. Computers & Education, 176, 104360.
Yang, L., García-Holgado, A., & Martínez-Abad, F. (2023). Digital competence of K-12 pre-service and in-service teachers in China: A systematic literature review. Asia Pacific Education Review, 24(4), 679–693.
Zhang, D. (2025). Design and implementation of an information literacy enhancement system for college students based on deep learning algorithms. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 20(1), 1-20.
Zhang, T., Li, Z., & Qi, Y. (2026). Research on digital literacy literature: Topic mining and evolutionary analysis. Journal of Librarianship and Information Science, 58(1), 346-362.