THE IMPLEMENTATION OF LITERACY-BASED TEAM-BASED LEARNING TO ENHANCE STUDENT ENGAGEMENT AMONG PRE-SERVICE ELEMENTARY SCHOOL TEACHERS

Abstract

Low student engagement in higher education may limit students’ participation, collaboration, and critical thinking. This study investigated the implementation of Team-Based Learning (TBL) integrated with literacy-based learning media to enhance student engagement in the Indonesian Language Skills for Elementary School course. A Classroom Action Research design based on the Kemmis and McTaggart model was implemented in two cycles involving 47 fourth-semester students in an Elementary School Teacher Education Program. Data were collected through classroom observations, literacy-based learning media assessments, student response questionnaires, and documentation, and were analyzed using descriptive quantitative and qualitative approaches. The findings showed that average student engagement increased from 59.43% in the pre-cycle to 75.00% in Cycle I and 91.29% in Cycle II. The quality of literacy-based learning media also increased from 74.33% to 91.33%. The findings suggest that integrating literacy activities throughout TBL encouraged behavioral, cognitive, and emotional engagement while enabling students to collaboratively develop literacy-based learning media. The study contributes a pedagogical perspective by positioning literacy activities as an instructional mechanism that facilitates collaborative knowledge construction and supports multidimensional student engagement. The approach provides a promising strategy for strengthening active and collaborative learning in teacher education.