Teacher Strategies in Fostering Literacy and Honesty in Merdeka Curriculum Implementation

Abstract

This study focuses on teachers' strategies in instilling honesty through literacy activities in elementary
schools, particularly in the implementation of the Merdeka urriculum. The research background is
based on the importance of integrating character education with literacy development, considering
that literacy plays a role not only in building cognitive abilities but also as a means of forming
students' moral values. The purpose of this study is to identify the strategies used by teachers in
designing and implementing honesty-based literacy activities and the challenges faced in the process.

The study used a descriptive qualitative approach with data collection techniques through semi-
structured interviews and non-participant observation of first and second grade teachers at Sine 2

Public Elementary School, Sragen. Data were analyzed thematically to identify patterns and key
findings. The results show that teachers integrate honesty into literacy through selecting morally
charged reading materials, reflective discussions, and writing activities related to students'
experiences. The main challenges include limited time, the availability of learning media, and
students' varying understandings. The conclusion of this study confirms that literacy can be an
effective medium for instilling honesty when designed contextually and participatory. These findings
can also form the basis for developing a character based literacy learning model at the elementary
school level.