Pendekatan Multimodal sebagai Inovasi Pembelajaran Abad Ke-21 di SMP: Kajian Literatur
DOI:
https://doi.org/10.29240/estetik.v9i2.18478Keywords:
multimodalitas, pembelajaran abad 21, sekolah menengah pertama, literasi multimodal, kompetensi siswaAbstract
Perkembangan teknologi komunikasi dan perubahan praktik literasi mendorong sekolah untuk mengembangkan pembelajaran yang tidak hanya bertumpu pada bahasa tulis, tetapi juga memanfaatkan gambar, suara, gerak, tata ruang, dan media digital. Kondisi tersebut menjadikan pendekatan multimodal relevan sebagai inovasi pembelajaran abad ke-21, khususnya pada jenjang Sekolah Menengah Pertama (SMP). Penelitian ini bertujuan mendeskripsikan konsep pendekatan multimodal, bentuk penerapannya dalam pembelajaran SMP, kontribusinya terhadap kompetensi abad ke-21, serta tantangan implementasinya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode studi literatur. Literatur ditelusuri melalui Google Scholar menggunakan kata kunci berbahasa Indonesia dan Inggris, kemudian diverifikasi melalui laman jurnal, penerbit, dan pangkalan data ilmiah. Analisis dilakukan dengan mengelompokkan sumber berdasarkan landasan konseptual, konteks penerapan, hasil pembelajaran, peran guru, dan kendala implementasi. Hasil kajian menunjukkan bahwa multimodalitas dapat memperluas akses siswa terhadap makna, mendukung literasi dan pemahaman materi, serta membuka ruang bagi kreativitas, komunikasi, kolaborasi, dan ekspresi diri. Namun, manfaat tersebut tidak muncul secara otomatis; efektivitasnya bergantung pada kesesuaian tujuan pembelajaran, pendampingan guru, kualitas desain multimodal, akses teknologi, dan asesmen yang memperhatikan proses maupun produk. Dengan demikian, pendekatan multimodal perlu dipahami sebagai strategi pedagogis yang terencana, bukan sekadar penambahan media digital.
Downloads
References
Ajayi, L. (2009). English as a second language learners’ exploration of multimodal texts in a junior high school. Journal of Adolescent & Adult Literacy, 52(7), 585–595. https://doi.org/10.1598/JAAL.52.7.4
Howell, E. (2018). Scaffolding multimodality: Writing process, collaboration and digital tools. English Teaching: Practice & Critique, 17(2), 132–147. https://doi.org/10.1108/ETPC-05-2017-0053
Jaelani, A., Lustyantie, N., & Murtadho, F. (2025). Contextualizing the multimodal assessment framework for junior high school EFL learners. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(1). https://doi.org/10.24256/ideas.v13i1.6623
Jaelani, A., Muliastuti, L., & Setiadi, S. (2025). Teachers’ needs in multimodal English teaching model for junior high school level. Proceeding of International Seminar on Humanity, Education, and Language, 1(1), 727–736. https://doi.org/10.21009/ishel.v1i1.56491
Kain, C., Koschmieder, C., Matischek-Jauk, M., & Bergner, S. (2024). Mapping the landscape: A scoping review of 21st century skills literature in secondary education. Teaching and Teacher Education, 151, 104739. https://doi.org/10.1016/j.tate.2024.104739
Kang, J. (2022). Composing across media for rhetorical and idiosyncratic purposes: Text-based writing and digital multimodal composing. Journal of Adolescent & Adult Literacy, 66(1), 4–14. https://doi.org/10.1002/jaal.1236
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
La Fleur, J. (2024). Multimodality and a diverse pedagogical mix: Insights into the 21st century South African secondary school learning environment. Journal of Education, 97, 109–129. https://doi.org/10.17159/2520-9868/i97a06
Linder, R., & Falk-Ross, F. (2024). Multimodal resources and approaches for teaching young adolescents: A review of the literature. Education Sciences, 14(9), 1010. https://doi.org/10.3390/educsci14091010
Liang, W. J., & Lim, F. V. (2021). A pedagogical framework for digital multimodal composing in the English language classroom. Innovation in Language Learning and Teaching, 15(4), 306–320. https://doi.org/10.1080/17501229.2020.1800709
Manik, M., Sudiarta, I. G. P., & Suparta, I. N. (2026). The role of artificial intelligence and multimodal approaches in enhancing learning engagement and mathematics conceptual understanding among junior high school students: A systematic literature review. EduMatSains: Jurnal Pendidikan, Matematika dan Sains, 10(3), 134–149. https://doi.org/10.33541/edumatsains.v10i3.7597
Mills, K. A. (2010). A review of the “digital turn” in the new literacy studies. Review of Educational Research, 80(2), 246–271. https://doi.org/10.3102/0034654310364401
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Setiyadi, D. B. P. (2021). Pemanfaatan teks multimodal sebagai inovasi materi pembelajaran Bahasa Indonesia pada masa pandemi COVID-19. MARDIBASA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia, 1(1), 1–24. https://doi.org/10.21274/jpbsi.2021.1.1.1-24
Susanto, R. N. (2025). Multimodality in the feasibility of presentation standards and design of Indonesian language textbooks for junior high school/Islamic junior high school grade VII. Madah: Jurnal Bahasa dan Sastra, 16(2), 172–185. https://doi.org/10.31503/madah.v16i2.1086
Smith, B. E., Pacheco, M. B., & Khorosheva, M. (2021). Emergent bilingual students and digital multimodal composition: A systematic review of research in secondary classrooms. Reading Research Quarterly, 56(1), 33–52. https://doi.org/10.1002/rrq.298
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Trisanti, N., Yulianto, H. J., Jiwandono, D., & Utami, A. I. (2026). Probing the alignment between multimodal teaching practice and students’ learning preferences in Indonesian EFL classroom. English Review: Journal of English Education, 14(2), 589–600. https://doi.org/10.25134/englishreview.v14i2.210
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? The Australian Journal of Language and Literacy, 33(3), 211–239. https://doi.org/10.1007/BF03651836
Wibowo, M. H., Sukarno, & Wanti, S. S. (2026). Improving junior high school EFL students’ reading literacy through web-based multimodal text. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 11(2), 639–649. https://doi.org/10.24042/tadris.v11i2.28818
Yan, K. A., Mobit, & Rahmawati, M. (2026). How EFL learners utilize multimodal resources to comprehend metaphor using Disney’s Frozen soundtrack. Research on English Language Education, 8(1), 59–74. https://doi.org/10.57094/relation.v8i1.5250
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267. https://doi.org/10.3102/0091732X07310586
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Dedy Irawan, Mulyanto Widodo, Edi Suyanto, Nurlaksana Eko Rusminto, Eka Sofia Agustina
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with ESTETIK : Jurnal Bahasa Indonesia agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
