Development of Reading Enrichment Books Integrating Humanistic Values and 21st Century Skills for Pre-Service Teachers
Article Sidebar
-
Development, Reading Enrichment Book, Humanistic Values, 21st Century Skills, Entrepreneurial Dimensions
Abstract
This study aims to develop and measure the effectiveness of early reading enrichment books that integrate humanist values, 21st-century skills, and entrepreneurial dimensions for primary school students. Based on needs analysis, the enrichment books are designed not only to improve reading skills but also to support the development of critical thinking, collaboration, empathy, and creativity. The results from the pretest and posttest show a significant improvement, with an average pretest score of 45.50 and a posttest score of 75.10, showing a difference of 29.60 points. Analysis using the paired t-test produced a t-value of -10.99 with a significance value (p-value) of 0.000, indicating that the difference in learning outcomes is statistically significant. This research is also supported by several recent literatures that highlight the importance of integrating 21st-century skills, entrepreneurial dimensions, and humanist values in learning. Although the results of this study are positive, there are some limitations, such as the limited sample size and focus solely on reading skills. Further research is recommended to expand the range of skills measured, as well as to link the use of technology, local culture, and examine the long-term effectiveness of these enrichment books.
Full text article
References
[1] M. Bruggink, N. Swart, A. van der Lee, and E. Segers, “Evidence-based didactic principles for digital reading: An overview of evidence-based didactic principles for digital reading,” in Teaching Reading Comprehension in a Digital World: Evidence-Based Contributions Using PIRLS and Digital Texts, 2025, pp. 19–43.
[2] N. R. Panel, “Report of the national reading panel: Teaching children to read,” 2022, accessed: 2025-02-24.
[3] R. Elmoazen, M. Saqr, M. Tedre, and L. Hirsto, “A systematic literature review of empirical research on epistemic network analysis in education,” IEEE Access, vol. 10, pp. 17 330–17 348, 2022.
[4] J. Carter, “Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an english initial teacher education setting,” International Journal of Primary, Elementary, and Early Years Education, vol. 51, no. 4, pp. 543–556, 2023.
[5] B. S. Haug and S. M. Mork, “Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms,” Teaching and Teacher Education, vol. 100, p. 103286, 2021.
[6] T. Farahdiba and N. Amaliyah, “The teacher’s role to increase students’ reading interest using picture word card media in grade i penggilingan 01 elementary school,” Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD), vol. 13, no. 1, 2025.
[7] G. Guruganesh, Y. Kolumbus, J. Schneider, I. Talgam-Cohen, E. V. Vlatakis-Gkaragkounis, J. R. Wang, and S. M. Weinberg, “Contracting with a learning agent,” arXiv preprint, vol. arXiv:2401.16198, 2024.
[8] E. Mulatu and T. Regassa, “Teaching reading skills in efl classes: Practice and procedures teachers use to help learners with low reading skills,” Cogent Education, vol. 9, no. 1, 2022.
[9] K. Diantoro, D. Supriyanti, Y. P. A. Sanjaya, and S. Watini, “Implications of distributed energy development in blockchain-based institutional environment,” Aptisi Transactions on Technopreneurship (ATT), vol. 5, no. 2sp, pp. 209–220, 2023.
[10] A. B. et al., “Understanding the role of study strategies and learning disabilities on student academic performance to enhance educational approaches: A proposal using artificial intelligence,” Computers in Education: Artificial Intelligence, vol. 6, no. September 2023, 2024.
[11] E. O. Bereczki and A. K´arp´ati, “Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices,” Thinking Skills and Creativity, vol. 39, no. November 2020, p. 100791, 2021.
[12] S. Downie and S. Proulx, “Investigating the role of gamification in public libraries’ literacy-centered youth programming,” International Journal of Play, vol. 11, no. 4, pp. 382–404, 2022.
[13] S. P. D. J. C. Lukita, M. Hardini and N. P. L. Santoso, “Transformation of entrepreneurship and digital technology students in the era of revolution 4.0,” APTISI Transactions on Technopreneurship, vol. 5, no. 3, pp. 291–304, 2023.
[14] B. Amirah and A. Saidalvi, “Talking story: Ebooks to improve reading comprehension skills,” in Embracing Change: Emancipating the Landscape of Research in Linguistics, Language and Literature, International Conference of Research on Language Education 2023, 2023, pp. 259–271. [Online]. Available: https://ir.uitm.edu.my/id/eprint/82014/
[15] N. Rakha, “Revolution in learning through digitization: How technology is changing the landscape of education,” International Journal of Cyber Law, vol. 1, no. 3, pp. 1–16, 2023.
[16] A. C. Rapp and A. Corral-Granados, “Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective,” International Journal of Inclusive Education, vol. 28, no. 4, pp. 423–439, 2024.
[17] F. Nurutdinova, A. Madjidov, Y. Rasulova, N. Amonova, H. Amonova, and S. Tokhtayev, “Improvement of laboratory courses in biochemistry for medical students using an electronic textbook,” in BIO Web of Conferences, vol. 121. EDP Sciences, 2024, p. 01017.
[18] L. Dorn and T. Jones, Apprenticeship in Literacy: Transitions Across Reading and Writing, K-4, 2nd ed. Routledge, 2023.
[19] T. Hasanzade, “Enhancing reading skills in young learners: Strategies for structuring engaging literacy lessons,” Porta Universorum, vol. 1, no. 4, pp. 205–211, 2025.
[20] A. Germain-Rutherford and B. Karamifar, “Conceptualizing innovation in language education: Holistic and reflective teaching and learning,” Educational Linguistics, vol. 55, 2022.
[21] D. E. Rose, J. Van Der Merwe, and J. Jones, “Digital marketing strategy in enhancing brand awareness and profitability of e-commerce companies,” APTISI Transactions on Management, vol. 8, no. 2, pp. 160–166, 2024.
[22] E. Huber, L. Harris, S. Wright, A. White, C. Raduescu, S. Zeivots, and A. Brodzeli, “Towards a framework for designing and evaluating online assessments in business education,” Assessment & Evaluation in Higher Education, vol. 49, no. 1, pp. 102–116, 2024.
[23] I. Khong, N. Aprila Yusuf, A. Nuriman, and A. Bayu Yadila, “Exploring the Impact of Data Quality on Decision-Making Processes in Information Intensive Organizations,” APTISI Transactions on Management (ATM), vol. 7, no. 3, pp. 253–260, 2023.
[24] R. J. Chenail, “Continuing to meet qualitative researcher’s needs: Johnny salda˜na’s developing theory through qualitative inquiry,” The Qualitative Report, vol. 29, no. 11, pp. 2964–2967, 2024.
[25] L. M. et al., “Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with ai?” Computers in Education: Artificial Intelligence, vol. 3, no. February, 2022.
[26] A. Nuche, O. Sy, and J. C. Rodriguez, “Optimizing efficiency through sustainable strategies: The role of management and monitoring in achieving goals,” APTISI Transactions on Management, vol. 8, no. 2, pp. 167–174, 2024.
[27] S. A. O. M. N. A. N. R. Y. A. Ajani, B. D. Oladokun and M. T. Bashorun, “Revitalizing indigenous knowledge systems via digital media technologies for sustainability of indigenous languages,” Preservation and Digital Technology for Culture, vol. 53, no. 1, pp. 35–44, 2024.
[28] N. Mirra and A. Garcia, “In search of the meaning and purpose of 21st-century literacy learning: A critical review of research and practice,” International Literacy Association, vol. 56, no. 3, pp. 463–496, 2021.
[29] A. Leffia, A. C. Kiboyi, and R. F. Terizla, “Implementation of the use of artificial intelligence in higher education,” Blockchain Frontier Technology, vol. 3, no. 2, pp. 150–153, 2024.
[30] Y. Adhikari, A Review of Revised Bloom’s Taxonomy of Educational Objectives. Education Review Office, 2024.
[31] N. Kottacheruvu and S. Jampa, “Strategies for managing mixed ability classes in english language teaching,” International Journal, vol. 5, no. 10, pp. 4069–4073, 2024.
[32] C. Hubley, J. Edwards, D. B. Miele, and A. A. Scholer, “Metamotivational beliefs about intrinsic and extrinsic motivation,” Journal of Personality and Social Psychology, vol. 126, no. 1, p. 26, 2024.
[33] Emilyani, M. Grace Hardini, N. Aprila Yusuf, and A. Rahmania Az Zahra, “Convergence of Intelligent Networks: Harnessing the Power of Artificial Intelligence and Blockchain for Future Innovations,” ADI Journal on Recent Innovation (AJRI), vol. 5, no. 2, pp. 200–209, 2024.
[34] UNESCO, “Reimagining our futures together a new social contract for education,” 2021, futures of Education flagship report. [Online]. Available: https://unevoc.unesco.org/pub/futures of education report eng.pdf
[35] V. J.-S. F. L. Z. Xu, A. Sukumar and R. Tomlins, “Local-global design: entrepreneurial ecosystem approach for digital gaming industry,” International Journal of Technology Transfer and Commercialization, vol. 18, no. 4, pp. 418–438, 2021. [Online]. Available: https://www.inderscienceonline.com/doi/pdf/10.1504/IJTTC.2021.120204
[36] S. Deo, M. Hinchcliff, N. T. Thai, M. Papakosmas, P. Chad, T. Heffernan, and B. Gibbons, “Educating for the sustainable future: A conceptual process for mapping the united nations sustainable development goals in marketing teaching using bloom’s taxonomy,” Journal of Marketing Education, vol. 46, no. 2, pp. 84–96, 2024.
[37] M. Ajeng, A. Kirei, and K. Amanda, “Blockchain technology application for information system security in education,” Blockchain Frontier Technology, vol. 3, no. 1, pp. 26–31, 2023.
[38] J. A. Monica, J. H. Malar, C. Arun, L. Sharmila, and M. Arif, “Leveraging technology and universal design for inclusive and engaging learning in indian higher education,” in Educational Philosophy and Sociological Foundation of Education. IGI Global, 2025, pp. 177–212.
[39] Y. S. G. Kim and C. Snow, “Advancing the science of teaching reading: Introduction to the special issue,” Scientific Studies of Reading, vol. 29, no. 1, pp. 1–6, 2025.
[40] M. Annas, T. Handra, C. S. Bangun, U. Rahardja, and N. Septiani, “Reward and promotion: Sustainable value of post pandemic efforts in medical cold-supply chain,” Aptisi Transactions on Technopreneurship (ATT), vol. 6, no. 1, pp. 109–118, 2024.
Authors
Copyright (c) 2025 Prabawati Nurhabibah, Subyantoro, Rahayu Pristiwati, Haryadi, Joseph Wilson
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal permits and encourages authors to post items submitted to the journal on personal websites while providing bibliographic details that credit its publication in this journal.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.