Multimodal Literacy as an Effort to Enhance Students’ Reading Interest at MI and MTs Ihyaul Islam Gresik

Abstract

This study aims to analyze the application of multimodal literacy in enhancing students’ reading interest at MI and MTs Ihyaul Islam Gresik. This study employed a qualitative narrative-descriptive approach. Data were collected through interviews, observations, and textual analysis involving teachers and students at the elementary and secondary levels. The findings show that multimodal literacy supports students’ learning through the use of various modes, including texts, images, videos, and audio. The use of diverse media also encourages students’ participation in both conventional and digital reading activities. Differences were found between MI and MTs students, particularly in their ability to select media according to their learning needs and their use of digital resources. MI students, especially those in the lower grades, still required guidance in selecting appropriate and reliable media, whereas MTs students generally demonstrated greater independence in choosing media and using digital resources. MTs students also showed stronger digital skills in searching for information and evaluating the credibility and relevance of online sources. These findings indicate that multimodal literacy can support the development of students’ reading engagement and digital literacy through varied forms of information and media. The study contributes to the integration of multimodal literacy and technology in learning at the MI and MTs levels.