Kajian Teoritis Tentang Pendekatan Multiliterasi Dalam Pembelajaran Bahasa Indonesia Abad 21

Abstract

The multiliteracies approach emerged in response to changes in the 21st-century communication landscape, characterized by the dominance of digital media, multimodality of texts, and cultural diversity. This study aims to theoretically examine the concept of multiliteracies and its relevance to Indonesian language learning in the digital age. Using a critical literature review approach, this study outlines the four dimensions of multiliteracies practices outlined by the New London Group (1996)—situated practice, overt instruction, critical framing, and transformed practice—and relates them to the Independent Curriculum (Kurikulum Merdeka) and developments in educational technology in Indonesia. The study's

results indicate that the multiliteracies approach is capable of integrating traditional language skills with the digital, critical, and multimodal literacies needed by 21st-century students. However, its implementation remains hampered by low teacher competency in digital literacy and limited infrastructure in underdeveloped areas. This study recommends the development of a project-based multiliteracies learning model centered on multimodal texts and the strengthening of teacher training. These findings are expected to serve as a reference for curriculum developers and Indonesian language education practitioners in welcoming the era of Society 5.0.