Strengthening Literacy through Interactive Learning: A Phenomenological Study of Elementary Orphanage Children.

Verawaty Sinaga, Yunita Miftahul Jannah, Agrielsa Alphasati Sinaga, Ratih Kusumo Wardani, Fransiskus Ransus, Christina Ester Manthalina Hutabarat

Abstract


Limited access to quality education remains a major challenge for children living in orphanages, particularly those in remote areas. This study explores the lived experiences of elementary-aged children at Panti Asuhan Mustika Tama who participated in a literacy enhancement program utilizing interactive learning methods. Using a qualitative phenomenological approach, the research aims to understand how children perceive and experience the learning process, and how it affects their motivation, confidence, and foundational literacy skills. A total of nine students from grades 3 to 6 were selected through purposive sampling, based on their active involvement in the program, verbal communication ability, and representation across grade levels. Data were collected through in-depth interviews, participatory observation, and reflective notes from facilitators, then analyzed using thematic analysis to identify the essence of the children’s learning experiences. The findings reveal that interactive learning fostered a sense of joy, confidence, and motivation among participants. The children described the learning process as more personal and engaging compared to their experiences in formal school settings. The program not only enhanced their basic literacy skills but also contributed to building a positive self-image and stronger motivation to learn. This study emphasizes the importance of inclusive and humanistic approaches in literacy education for vulnerable groups and contributes to the achievement of the Sustainable Development Goals (SDGs) by promoting equitable and quality education for all. Keywords: literacy, inclusive sustainable education, interactive learning, learning experience

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DOI: https://doi.org/10.17509/jpp.v25i3.92920

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