Kontribusi Kompetensi Guru terhadap Kemampuan Literasi Siswa Kelas VI Madrasah Ibtidaiyah di Kabupaten Boyolali Contribution of Teacher Competence to the Literacy Ability of Grade VI Madrasah Ibtidaiyah Students in Boyolali Regency
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1043-1053
Digital Object Identifier:
10.58578/masaliq.v6i3.9577
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Authors:
Siti Badriyah1*, Atin Chusniyah2 
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Abstract
The low level of literacy among sixth-grade students of Madrasah Ibtidaiyah during the transition to secondary education has become a crucial issue that demands the optimization of teachers’ pedagogical and professional competencies. This study aims to analyze the effect of teacher competence on the literacy level of sixth-grade Madrasah Ibtidaiyah students in Boyolali Regency through a quantitative explanatory approach. This study involved 150 students as the sample selected using simple random sampling. Data were collected through a validated teacher competence questionnaire and an AKM-standard reading literacy test, and were then analyzed using simple linear regression. The results showed that teacher competence had a positive and significant effect on students’ literacy ability (p < 0.05). The coefficient of determination test showed that teacher competence contributed 50.1% to explaining the variation in students’ literacy ability, while the remaining proportion was influenced by other factors outside the research model. These findings affirm that teacher competence is not merely a supporting variable, but an important determinant in building critical literacy in elementary schools. Thus, this study emphasizes the importance of strengthening sustainable literacy-based teacher professional development programs in order to improve the quality of Madrasah Ibtidaiyah graduates.
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