ABSTRACT
This research aims is to describe the practice of critical literacy-based learning in primary schools using problem-posing education. This education concept seeks to deal with people with problematic phenomena that disrupt the balance of human life to be addressed critically. The phenomenon that will be criticized is “shark fins, massive exploitation by humans”. The critical literacy products produced in this study are illustrated images that are inserted in the framework of critical arguments. Critical literacy learning aims to make people aware of their roles as agencies that always strive for the emancipation of life in its various existential dimensions. The method of this research is a collaborative action research conducted with primary school teachers. The subject of this study is students of the 5th grade at SD X which consists of 20 students. The results of the study show that critical literacy learning using problem-posing education consisted of three stages, namely (1) pre-reading (problematization), (2) reading (critical discourse discussions), (3) post-reading (social transformative actions). Illustrated images and essays produced by students show some positive indications, namely: (1) students are able to name and break down the core of the problem of nature exploitation and its causal relationship with greedy and vile human nature; (2) students are able to illustrate the ideal situation that should occur; (3) students are able to write their hopes and expectations to the fishermen in an argumentative manner. This research has enriched the scientific significance of pedagogic multi-literacy, particularly critical literacy-based learning in primary schools.
