Joyful Literacy, Confident in Facing the TKA: Transforming Indonesian Language Learning in Madrasah Tsanawiyah

Erwinda Sukma Safitri

doi:10.55927/fjas.v5i8.99

Authors

Erwinda Sukma Safitri MTs Negeri 3 Malang

DOI:

https://doi.org/10.55927/fjas.v5i8.99

Keywords:

Literacy, Indonesian Language, TKA, Self-Confidence, LITERATURA

Abstract

The study uses a systematic literature review of 15 articles published in 2020–2024 and obtained through Google Scholar. Data were collected through keyword searches, screening based on inclusion and exclusion criteria, and thematic analysis. The synthesis identifies cognitive, affective, social, and evaluative dimensions that are translated into four LITERATURA strategy clusters: game-based discovery, authentic agency and media, visual and multimodal storytelling, and a literacy-supportive classroom ecology. The central principle is embedding instruction within meaningful challenges so that students read and write to solve problems, create products, communicate, and express ideas. The model offers a practical pathway for strengthening engagement, text comprehension, and confidence in facing the Indonesian Language TKA, although its effectiveness still requires direct empirical testing in MTs classrooms.

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