A Learning Model for Effective Literacy Instruction in Diverse Papuan Contexts

This study seeks to address the persistent challenge of low literacy rates among Papuan primary school children by answering the research question: What factors hinder literacy development, and how can a holistic learning model improve literacy outcomes in this context? Conducted in Keerom and South Manokwari Regencies, the research adopts a qualitative approach to design an inclusive and effective learning model. The study involved a multi-stakeholder approach, engaging primary school students, educators (teachers and principals), parents, community leaders (village heads, religious leaders, and traditional leaders), government officials (education office and local government), legislative representatives (DPRD members), and academic experts from universities. Data were collected through focus group discussions (FGDs), in-depth interviews, and participant observation. The findings led to the development of a comprehensive learning model characterized by: (a) the integration of local food-based breakfasts within the school environment; (b) a curriculum focused on enhancing basic literacy skills using contextually relevant and functional learning materials; (c) the adoption of flexible and context-adaptive instructional methods and media; (d) assessments aimed at measuring literacy skill development; and (e) fostering collaborative partnerships among educators, families, and the local community. The phased and sustainable implementation strategy emphasizes stakeholder engagement to ensure long-term success.