Teachers^ Voices on Students^ Literacy: A Sociocultural and Ethnopedagogical Narrative Study of Islamic Senior High Schools in Indonesia
Mia Febriana

Universitas Sebelas Maret

Abstract

Literacy remains a persistent challenge in the Indonesian education system, particularly within Islamic senior high schools, where students are required to engage with both academic and religious texts embedded in specific cultural contexts. Despite various national policies and school-based initiatives aimed at improving literacy outcomes, many students continue to demonstrate limited reading comprehension and critical engagement with texts. From an ethnopedagogical and sociocultural perspective, literacy is not merely a cognitive skill but a socially situated practice shaped by cultural values, local traditions, and community contexts. In this regard, teachers^ voices become crucial, as they mediate literacy practices that are deeply influenced by the interplay between school culture, religious norms, and students^ socio-cultural backgrounds.
This study aims to explore teachers^ narratives of factors influencing students^ literacy in Islamic senior high schools in Indonesia through the lens of ethnopedagogy and sociocultural theory. Employing a qualitative research design, the study adopts narrative inquiry to capture teachers lived experiences and reflections on literacy practices within their respective schools. The participants consist of three teachers from Islamic senior high schools across different provinces in Indonesia, representing diverse cultural and institutional contexts. Data are collected through in-depth interviews, enabling participants to construct narratives grounded in their professional and cultural experiences. The data are analyzed using thematic analysis to identify recurring themes related to cultural values, local wisdom, and social interactions that shape literacy practices.
The study is expected to provide a contextualized understanding of how literacy is constructed and negotiated within Islamic school environments, highlighting the role of ethnopedagogical practices and sociocultural dynamics in influencing students^ literacy development. By foregrounding teachers^ narratives, this research contributes to the discourse on culturally responsive literacy education in Indonesian secondary education. The findings offer insights for educators, school leaders, and policymakers in designing literacy initiatives that integrate local cultural values, promote meaningful social interaction, and align with the lived realities of students and teachers in Islamic educational settings.

Keywords: teachers^ voices, students^ literacy, sociocultural, ethnopedagogical

Topic: Ethonopedagogy (Local Wisdom, Socio Culture)