Pendampingan Guru dalam Pengembangan Pembelajaran Literasi Membaca dan Menulis Berbasis Proyek untuk Meningkatkan Keterampilan Berbahasa Siswa

Abstract

Reading and writing literacy form a crucial foundation for developing students' language skills; however, implementation often faces challenges regarding the selection of contextual and productive teaching strategies. This community service initiative aimed to enhance teachers' competence in developing project-based literacy instruction that fosters active student engagement. The activity was grounded in multiliteracy theory and Project-Based Learning, positioning students as active learners through meaningful experiences. A participatory approach was employed, comprising needs assessment, content delivery, workshops, project development practice, mentoring, and evaluation. The results demonstrated improved teacher proficiency in designing project-based reading and writing activities—specifically in defining literacy objectives, structuring project stages, developing instructional materials, and designing authentic assessments. The mentoring process also yielded project designs that were more contextual and product-oriented. The initiative was concluded to be effective in strengthening teachers' pedagogical capacity and supporting active, collaborative, and meaningful language learning.