Literasi Multimodal Visual untuk Memahami Simbol Dakwah Sunan Kalijaga pada Pembelajaran Sastra

Abstract

This research investigates multimodal literature learning as a methodology for comprehending the significance of Sunan Kalijaga’s dakwah symbols in Madrasah Ibtidaiyah via visual literacy. Literature education has predominantly emphasized textual components, leading to insufficient focus on students' visual and interpretative interactions with cultural and religious symbols. This study employs a library research methodology to examine theories of multimodality, visual literacy, and the representation of dakwah symbols in cultural media, including wayang kulit, gamelan, batik, mosque gates (gapura), and traditional songs such as Lir-Ilir and Gundul-Gundul Pacul. The results show that the dakwah symbols of Sunan Kalijaga have spiritual, moral, and social values that are important for helping students build their character. Wayang kulit is a symbol of the spiritual journey of people; gamelan is a symbol of social harmony; batik is a symbol of modesty; mosque gates are a symbol of the path to enlightenment; and Lir-Ilir and Gundul-Gundul Pacul teach about honesty, humility, leadership, and social responsibility. Through visual literacy, students can see, understand, and critically link these symbolic meanings to their daily lives. The use of multimodal literature learning makes a big difference in how well students understand. Combining different modes, like visual, auditory, textual, performative, and kinesthetic, makes learning more interactive and works for a wide range of learning styles. Students can improve their creativity, communication, teamwork, and critical thinking skills by doing things like looking at pictures, listening to traditional songs, making art, and acting out plays. Learning becomes more relevant when it connects art, symbols, and dakwah values to students' lives in a direct way.