Integrasi Genre-Based dan Flipped Project-Based Learning Berbasis Konteks Budaya dalam Mengeksplorasi Kemampuan Membaca Bahasa Indonesia Siswa

Abstract

Students’ Indonesian reading skills remain relatively low because classroom instruction tends to be conventional, less innovative, and insufficiently contextual. This article aims to analyze the relevance of integrating Genre-Based Learning, Flipped Project-Based Learning, and cultural context in supporting the development of students’ Indonesian reading skills. The study employed a qualitative approach with a literature review design. Data were drawn from relevant scholarly articles, journals, proceedings, and academic documents, and were analyzed descriptively through data reduction, data display, and conclusion drawing. The findings reveal that Genre-Based Learning helps students understand text structure, social function, and linguistic features systematically, while Flipped Project-Based Learning enhances students’ self-regulation, motivation, engagement, and collaborative learning activities. Cultural context strengthens reading comprehension because the materials are closely related to students’ experiences and everyday lives. The integration of these three components makes reading instruction more active, in-depth, contextual, and meaningful. These findings indicate that the integration of Genre-Based Learning, Flipped Project-Based Learning, and cultural context has strong potential to serve as an innovative alternative for developing Indonesian reading instruction in line with twenty-first-century learning demands.