Heru Subrata, Nurul Istiq’faroh, M. Bambang Edi Siswanto, Eva Amalia, Adita Mahendra
In the 21st century, reading competence and creativity in problem-solving play an important role in nurturing cognitive development and flexibility among students. This paper explores the implementation of the competences in Javanese teaching at the primary level, focussing on its implications for curriculum innovation and pedagogical strategies. Using a qualitative research approach, data was collected in semi-structured interviews with teachers, politicians, and language professionals. The data were analysed methodically using Atlas. ti, for analyse common themes and significant patterns that influence literacy-based problem-solving in Javanese learning. Findings reveal that while literacy in Javanese language instruction is acknowledged as critical, its integration with creative problem-solving remains inconsistent due to structural curriculum constraints and educators limited pedagogical resources. Additionally, technology-enhanced learning tools have been identified as pivotal in enriching students' cognitive engagement and problem-solving abilities. This study underscores the need for adaptive curriculum models that support contextualised language learning, as well as professional development programmes for teachers to foster innovative instructional techniques. By bridging language literacy and problem-solving frameworks, this research contributes to the broader discourse on transformative education, offering strategic recommendations for policy formulation and pedagogical advancements. The findings serve as a foundation for enhancing Javanese language education, ensuring it remains relevant and effective in nurturing critical thinkers in a rapidly evolving academic and sociocultural landscape. © Universiti Putra Malaysia Press
Department of Elementary School Teacher Education, Universitas Negeri Surabaya, Jl. Raya Kampus Unesa, Lidah Wetan, Kec. Lakarsantri, Jawa Timur, Surabaya, 60213, Indonesia
