Student Multidisciplinary Literacy through Local History, Environmental Literacy, and Language-Based Learning: A Study at Senior High Schools in Banyuwangi

Abstract

This study aims to analyze the levels of historical literacy, environmental literacy, and English language literacy among students and the relationships among these three literacies at senior high schools in Banyuwangi. School learning tends to separate historical, environmental, and linguistic knowledge, when in fact these three areas can be developed through the same local topics. This research employs a descriptive-correlational survey method with a mixed methods approach. Research subjects consisted of high school students, history teachers, biology teachers, and English teachers from several schools in Banyuwangi. Data were collected through literacy tests, questionnaires, and interviews, then analyzed using descriptive and correlational statistical methods. The results show that students' historical, environmental, and language literacy levels are in the moderate to low categories, with a significant positive correlation found among the three types of literacy. These findings indicate that improvement in one type of literacy has the potential to support improvement in other literacies. This research provides empirical evidence regarding the relationship between historical, environmental, and language literacy in contextual learning, and offers recommendations for developing integrated learning approaches at the senior high school level.