Pedagogical Perspectives on Viewing Skills in Indonesian Language Learning: A Systematic Literature Review
DOI:
https://doi.org/10.58230/socratika.v2i3.476Keywords:
Viewing skills, memirsa, Indonesian language learning, multimodal literacy, digital literacy, pedagogical modelsAbstract
This study examines pedagogical perspectives on viewing skills (keterampilan memirsa) in Indonesian language education through a Systematic Literature Review (SLR) of studies published between 2021 and 2024. Guided by the PRISMA 2020 protocol, sixteen empirical and conceptual articles were selected from major academic databases to analyze how viewing is conceptualized, taught, and integrated within the Kurikulum Merdeka framework. The findings reveal that viewing has shifted from a peripheral literacy component to a central pedagogical construct that supports multimodal, critical, and character-based learning. Across educational levels, viewing activities—such as video-based storytelling, interactive H5P modules, digital game-based learning, and multimodal text analysis—were shown to enhance students’ cognitive comprehension, affective engagement, and digital literacy. Teachers played a pivotal role as facilitators who scaffold interpretation, guide moral reflection, and design multimedia-rich learning environments. Despite these advancements, challenges remain in teacher preparedness, uneven technological access, and the absence of standardized assessment instruments. Overall, this review highlights the growing importance of viewing skills as a foundational element of multimodal literacy and offers pedagogical insights for strengthening curriculum design, instructional practice, and teacher development in Indonesian language learning.
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