A Six-Phase Integrative Model for Teaching Indonesian Language, Civic Education, and Social Studies to Strengthen Literacy and Character Among Elementary Madrasah Students

Abstract

This article examines and formulates a six-phase integrative model for the learning of Indonesian Language, Civic Education, and Social Studies as a conceptual strategy to strengthen the literacy and character of Madrasah Ibtidaiyah students. This study is motivated by the literacy challenges faced by Indonesian students and the need for a learning design capable of linking essential competencies, character development, and the distinctive culture of madrasahs. This research employs a qualitative, literature-based approach with a conceptual synthesis design. Sources were identified through Google Scholar, GARUDA, and official policy documents, prioritizing empirical studies from 2021–2025 and selectively utilizing classical theoretical references as a conceptual foundation. From 36 initial documents, 17 core sources were selected based on relevance, novelty, educational level, and conceptual contribution. Analysis was conducted through source reduction, coding, categorization, cross-source comparison, and thematic interpretation. The synthesis results indicate that Indonesian Language provides tools for receptive and productive literacy; Civic Education (PPKn) offers moral, civic, and ethical orientation; while Social Studies (IPS) provides a context for social inquiry that fosters empathy, cooperation, and responsibility. The formulated model consists of six phases: text and theme orientation, critical reading, civic dialogue, social inquiry, collaborative action, and reflective consolidation. This article concludes that cross-curricular integration in Madrasah Ibtidaiyah can simultaneously strengthen literacy and character if supported by contextual planning, formative assessment, and a consistent madrasah literacy culture