The LANCAR strategy in designing BACA+ media for elementary schools using the design thinking approach
DOI:
https://doi.org/10.30862/jri.v6i2.50Keywords:
Differentiated instruction, reading literacy, web-based platformAbstract
Reading literacy is still a challenge in Indonesia, especially in primary education. Many students have low literacy skills, which shows the need for tools that support integrated learning. This study set out to design a web-based learning platform called BACA+ to help teachers provide differentiated reading instruction. The platform combines reading assessments, adaptive content, interactive activities, and tools to monitor student progress. The research used a design thinking approach with the stages of empathize, define, ideate, prototype, and test. Data was collected through observation, interviews, a survey of 19 teachers, and a literature review. The prototype was tested with 15 primary school students and reviewed by 13 teachers. The result was the BACA+ platform, built using the LANCAR strategy (Level, Assessment, Navigation, Content, Activity, and Reporting). Evaluation showed strong alignment in key areas: reading stages (6.65/7), content differentiation (6.64/7), process differentiation (6.59/7), product differentiation (6.79/7), and usability (6.62/7). The user acceptance score was 4.77 out of 5. Most students were able to complete the learning activities on their own or with little help. The findings suggest that BACA+ has the potential to support the implementation of differentiated reading literacy instruction in primary schools.
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