Reading literacy is increasingly recognized as more than the ability to read written text. It encompasses the capacity to understand, interpret, evaluate, and apply information in meaningful ways. In today's education system, these skills are essential for developing critical thinking, problem-solving, and lifelong learning among students.
Indonesia, however, continues to face significant literacy challenges. International assessments have consistently indicated that Indonesian students perform below the global average in reading literacy. Because teachers play a central role in developing students' literacy skills, improving teachers' own competencies has become an important educational priority. The authors argue that empowering teachers with practical literacy strategies can directly improve classroom learning and ultimately benefit student achievement.
A Practical Online Training Model
The training program was delivered online over approximately six hours using Zoom, Google Meet, and WhatsApp Group. Rather than relying solely on lectures, the facilitators adopted a participatory learning model called LOK-R, which consists of four interconnected stages:
- Literacy – strengthening participants' understanding of reading literacy concepts.
- Orientation – introducing AKMI and literacy-based learning practices.
- Collaboration – group discussions and the development of literacy-based teaching materials.
- Reflection – evaluating learning experiences and classroom implementation.
The participants were teachers from MIN 11 Hulu Sungai Selatan, selected because they play a vital role in integrating literacy into everyday teaching while still requiring additional support in understanding AKMI-based literacy concepts.
Throughout the program, teachers actively discussed classroom experiences, analyzed reading materials, collaborated on instructional resources, and reflected on how literacy could be incorporated into different subjects. This interactive structure transformed the training from a traditional lecture into a collaborative professional development experience.
Significant Improvement in Teacher Competencies
The effectiveness of the program was measured through pre-tests and post-tests administered before and after the training.
The results showed substantial improvements in participants' competencies:
- Teachers in the basic competency category decreased from 65% before training to 15% afterward.
- Teachers in the competent category increased from 30% to 65%.
- Teachers in the skilled category increased from 5% to 20%.
In addition, 85% of participants reported greater confidence in developing literacy-based instructional materials for their classrooms.
These findings suggest that the training not only improved teachers' theoretical understanding of literacy but also strengthened their practical ability to design classroom activities that encourage students to read critically, analyze information, and engage more deeply with texts.
Why the LOK-R Approach Worked
According to the researchers, the success of the program can largely be attributed to the integrated structure of the LOK-R approach.
Instead of separating theory from practice, the model guides participants through a continuous learning cycle. Teachers first build conceptual knowledge, then connect that knowledge with AKMI standards, collaborate with colleagues to solve instructional challenges, and finally reflect on how the new strategies can improve their teaching practices.
The collaborative component proved especially valuable. Teachers exchanged classroom experiences, discussed common obstacles, and jointly designed literacy-based lesson materials suited to their own students. Reflection sessions further reinforced learning by encouraging participants to evaluate their own instructional practices and identify opportunities for improvement.
The online learning platforms also contributed to the program's effectiveness. Although the training was conducted remotely, Zoom, Google Meet, and WhatsApp Group enabled active discussions, collaborative work, and continuous communication throughout the program.
Challenges During Implementation
Despite the positive outcomes, the program encountered several practical challenges.
Limited training time restricted opportunities to explore some literacy concepts in greater depth. In addition, unstable internet connections occasionally disrupted communication during online discussions.
The research team addressed these issues by using WhatsApp Group as an additional communication channel, allowing participants to continue discussions and receive support outside the scheduled virtual sessions. This flexible use of multiple digital platforms helped maintain participant engagement throughout the training.
Implications for Indonesian Education
The findings demonstrate that well-designed professional development programs can substantially improve teachers' literacy competencies, even when delivered entirely online.
As Indonesia continues implementing competency-based assessments such as AKMI, strengthening teachers' literacy skills becomes increasingly important. Teachers who understand literacy instruction are better equipped to create engaging learning environments that encourage critical thinking, comprehension, and independent learning among students.
The researchers recommend expanding similar training programs to other madrasahs and educational institutions while providing continuous mentoring to ensure that newly acquired competencies are consistently applied in classroom practice.
As Heny Sulistyowati of Universitas PGRI Jombang and her colleagues from Universitas Islam Majapahit emphasize through their findings, integrating Literacy, Orientation, Collaboration, and Reflection into teacher professional development offers a sustainable pathway for strengthening literacy-based education across Indonesian madrasahs.
Author Profile
Heny Sulistyowati is an academic from Universitas PGRI Jombang specializing in education and teacher professional development.
Rani Jayanti, Tri Ratna Rinayuhani, and Amilatus Sholikah are lecturers at Universitas Islam Majapahit whose work focuses on literacy education, instructional innovation, teacher capacity building, and community engagement. Rani Jayanti served as the corresponding author of this publication.
Source
Article Title: Improving Reading Literacy Competencies among Madrasah Teachers: AKMI Training Using the LOK-R Approach at MIN 11 Hulu Sungai Selatan
Authors: Heny Sulistyowati, Rani Jayanti, Tri Ratna Rinayuhani, Amilatus Sholikah
Journal: Jurnal Pengabdian Pancasila (JPP), Vol. 5, No. 2 (2026), pp. 151–160
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