Konseptual Bahan Ajar Membaca Kritis dalam Menangkal Disinformasi Digital pada Pembelajaran Bahasa Indonesia

Abstract

Critical reading in the digital era requires a paradigm shift from simply discovering the main idea to uncovering the ideological dimensions and power relations hidden behind the text. This conceptual article aims to formulate a framework for teaching materials on critical reading based on Critical Discourse Analysis (CDA) for learning Indonesian for Grade XI (Phase F) of high school/equivalent. This teaching material integrates Norman Fairclough's three-dimensional model and Teun van Dijk's social cognition model. This model is designed to train students to reject disinformation, hoaxes, and click traps that are rampant across digital and social media. The method used is a conceptual-pedagogical analysis based on a literature review/library research that examines educational ideas, theories, or philosophies in depth to formulate a reasoning framework or new learning practice model by relating the Learning Outcomes of Reading and Viewing of the Merdeka Curriculum with practical CDA instruments. The discussion results in the formulation of critical reading teaching materials through microscopic, mesoscopic, and macroscopic layers that guide students in analyzing diction, examining the cognition of text producers, and evaluating socio-political hegemony in texts. The implementation of this model is expected to strengthen students' information literacy and cognitive resilience as they navigate the flow of information in a mindful, meaningful, and joyful manner.