ANALISIS PENDEKATAN LITERASI TINGKAT SEKOLAH DASAR DI JEPANG DAN FINLANDIA
DOI:
https://doi.org/10.23969/jp.v10i04.38569Keywords:
literacy, primary education, japan, finland, comperative studyAbstract
Literacy is a key foundation in basic education because it plays a crucial role in developing students' academic skills, reasoning, and social participation. Countries with high literacy achievements demonstrate that this success is inseparable from educational policies and learning approaches implemented from the elementary school level. This article aims to analyze and compare literacy approaches at the elementary school level in Japan and Finland, two countries frequently used as international references in educational studies. This research uses a qualitative approach with conceptual articles through literature review and comparative analysis of scientific journals, international agency reports, and relevant and up-to-date education policy documents. The analysis shows that Japan implements a structured, systematic, and habit-oriented literacy approach through a centralized national curriculum, while Finland develops literacy through a more flexible approach that emphasizes teacher autonomy, student well-being, and holistic literacy. Despite differing implementation strategies, both countries place literacy as a priority in their basic education policies. This article emphasizes that literacy success does not depend on a single model, but rather on the alignment between policies, learning practices, and the educational context of each country. These conceptual findings are expected to enrich the study of basic education literacy and serve as a reference for developing literacy policies in other educational contexts.
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