Exploring Elementary School Teachers’ Perceptions of Cultural Character Literacy (CCL) in Literacy Learning: Evidence from a Mixed-Method Needs Analysis
DOI:
https://doi.org/10.33578/pjr.v10i5.1776
Keywords:
Cultural Character Literacy, literacy learning, elementary educationAbstract
This study investigates elementary school teachers’ perceptions, challenges, and instructional needs regarding the integration of Cultural Character Literacy (CCL) in literacy learning. Employing a mixed-method convergent design, the study involved 43 elementary school teachers from two cities and two regencies in Riau Province, Indonesia. Quantitative data were collected using questionnaires, while qualitative data were obtained through semi-structured interviews. The findings indicate that teachers strongly support the integration of literacy, local culture, and character education as a unified instructional framework in elementary classrooms. Teachers perceived Cultural Character Literacy as essential for improving students’ reading interest, reading comprehension, cultural awareness, and moral development in the digital era. However, several implementation challenges were identified, including low student motivation toward reading, the influence of digital media, inconsistencies between school and family environments, limited culture-based learning resources, and difficulties integrating character values into literacy instruction. The study further revealed that teachers require a contextual, student-centered, interactive, and culturally responsive learning model supported by practical implementation guidelines and authentic character assessment instruments. Observation sheets, contextual rubrics, self-assessment, peer assessment, and reflective journals emerged as the most preferred assessment approaches for evaluating students’ character development. The findings suggest that Cultural Character Literacy should be conceptualized as an integrated pedagogical framework combining literacy development, cultural values, and character education through contextual and experiential learning approaches. This study provides empirical foundations for developing a culturally responsive CCL model aligned with elementary teachers’ pedagogical needs and students’ sociocultural contexts.
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