PELITA INTERACTIVE MEDIA FOR BEGINNING READING IN ELEMENTARY SCHOOL
DOI:
https://doi.org/10.31949/jcp.v11i3.13651Abstract
This study investigates the necessity for developing “PELITA” (Early Literacy Adventure), a contextual and engaging digital media aimed at enhancing early reading instruction in primary schools. Early literacy, particularly beginning reading, forms a fundamental pillar of academic success. However, Indonesia’s low literacy performance highlights the urgent need for innovative learning tools that can boost student motivation and participation. Adopting the Systematic Literature Review (SLR) method based on PRISMA 2020 guidelines, this study synthesizes relevant research to identify key characteristics of effective media. The findings reveal that successful digital tools incorporate narrative elements, appealing visuals, and gamified components that enhance phonological awareness, comprehension, and learner engagement. Despite their potential, culturally grounded literacy tools remain scarce. This review offers a scientific contribution by proposing a conceptual foundation for developing localized and child-friendly literacy media. The development of PELITA is thus positioned as a promising response to these gaps, emphasizing the importance of fun, adaptive, and developmentally appropriate media design. The results provide valuable insights for educators, media developers, and policy makers committed to fostering an inclusive and sustainable literacy ecosystem.
Keywords:
early literacy, beginning reading, interactive media, elementary school, systematic reviewDownloads
References
Abuhassna, H., Alnawajha, S., Awae, F., Adnan, M. A. B. M., & Edwards, B. I. (2024). Synthesizing technology integration within the ADDIE model for instructional design: A comprehensive systematic literature review. Journal of Autonomous Intelligence, 7(5), 1–28. https://doi.org/10.32629/jai.v7i5.1307
Anggrainy, F. P. N., Sharizan, S., Sriyanda, R., & Farhan, M. (2024). Gamifying reading motivation in EFL students: Enhancing engagement and language learning through ICT. Jurnal Simki Pedagogia, 7(1), 106–118.
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, S. A. (2023). A review of using digital game-based learning for preschoolers. Journal of Computers in Education, 10(4), 603–636. https://doi.org/10.1007/s40692-022-00241-7
Budiarti, E., & Shintarahayu, B. (2024). Evaluating kindergarten teachers’ readiness for technology-integrated pedagogy: An analysis based on the TPACK framework. Jurnal Pendidikan Progresif, 14(3), 2219–2233.
Carson, K. L., Bayetto, A. E., & Roberts, A. F. B. (2019). Effectiveness of preschool-wide teacher-implemented phoneme awareness and letter-sound knowledge instruction on code-based school-entry reading readiness. Communication Disorders Quarterly, 41(1), 4–17. https://doi.org/10.1177/1525740118786934
Chen, C. C., & Tsai, Y. H. (2025). Effect of interactive e-book use on learning engagement, satisfaction and perceived learning. Education and Information Technologies, 1–33. https://doi.org/10.1007/s10639-025-11987- 1
Chen, C. H. (2021). Using interactive eBooks to improve reading fluency. Educational Technology Research and Development, 69(1), 233–248. https://doi.org/10.1007/s11423-020-09763-4
Farisia, H., & Hasan, A. (2022). Modul pembelajaran literasi kelas awal Sekolah Dasar.
Haerunnisa, C., Irfan, M., & Raihan, S. (2024). Development of hypercontent-based interactive learning multimedia for elementary school students with ecosystem material. Pinisi Journal of Education, 4(2), 123–132.
Handayani, P. W. (2017). Systematic review dengan PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses). In Workshop Riset Sistem Informasi Fakultas Ilmu Komputer UI (Vol. 9, pp. 1–3).
Jakawali, G. (2023, June). Early reading with technological pedagogical content knowledge (TPACK) approach. In Proceedings of the International Conference on Elementary Education (Vol. 5, No. 1, pp. 274–284).
Matyakhan, T., Chaowanakritsanakul, T., & Santos, J. A. L. (2024). Implementing gamification to enhance reading engagement and reading comprehension of Thai EFL university students. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 121–239.
Maureen, I. Y., van der Meij, H., & de Jong, T. (2020). Enhancing storytelling activities to support early (digital) literacy development in early childhood education. International Journal of Early Childhood, 52(1), 55–76. https://doi.org/10.1007/s13158-020-00261-9
Novianti, R., & Pratiwi, N. (2024). Augmented reality (AR) media to stimulate early reading skills in early childhood. Jurnal Ilmiah Visi, 19(2), 112–124.
Nuari, H., Zen, Z., & Hidayati, A. (2024). Development of interactive video for the basics of educational technology course. Jurnal Penelitian Pendidikan IPA, 10(6), 3024–3030.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Purnamasari, I. (2023). Increasing literacy through interactive media in early childhood. OBSESI: Jurnal Pendidikan Anak Usia Dini, 7(3), 2000–2012.
Sari, B. M., & Suyadi, S. (2024). Media video pembelajaran interaktif rumah adat Sumatera untuk menstimulasi kecintaan budaya dan pemahaman konsep geometri pada anak usia dini. JEMS: Jurnal Edukasi Matematika dan Sains, 12(2), 134–148.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.003
The Guardian Foundation. (2024, December 2). The Guardian Foundation call on the government to embed news and media literacy into the curriculum. The Guardian. https://www.theguardian.com/guardian-foundation/2024/dec/02/the-guardian-foundation-call-on-the-government-to-embed-news-and-media-literacy-into-the-curriculum
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68(1), 319–343. https://doi.org/10.1007/s11423-019-09645-4
Wang, Z., Harun, J., & Yuan, Y. (2024). Enhancing reading instruction through gamification: A systematic review of theoretical models, implementation strategies, and measurable outcomes. Journal of Information Technology Education: Research, 23, 421–452.
Wijaya, A. W. A. (2025). School-based literacy program to improve students’ reading competencies. International Journal of Indonesian Education and Teaching, 9(1), 15–27.
Zhang, X., & Li, Y. (2019). Mobile-assisted early literacy learning. British Journal of Educational Technology, 50(2), 703–715. https://doi.org/10.1111/bjet.12603
Zheng, L., Li, X., & Huang, R. (2021). Developing students’ information literacy through digital media tools: A study of digital inequality in China. British Journal of Educational Technology, 52(2), 727–743. https://doi.org/10.1111/bjet.13028
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Endah Saadah, Lutfi Nur, Dian Indihadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
