The purpose of this study are to describe the teacher's efforts in strengthening the social caring character for students of MI Muhammadiyah. This study uses qualitative methods with the techniques of collecting data by using interviews, observation and documentation. To test the validity of research data using triangulation technique of source and triangulation technique. Data analysis techniques in this study consisting of reduction, data presentation and verification. The result of this study indicate that the strengthening of social care characters is implemented through 1) integration of self-development programs through routine activities, spontaneous activities, exemplary and conditioning, 2) integration in subject, 3) integrating school culture through social activities and social action, building community-class harmony, and emphathizing with classmates. The strengthening of social caring character in MI Muhammadiyah as a whole has gone well.

This paper explores a group of primary teachers’ knowledge and perspectives about multimodal text and its usage in teaching critical reading skills for upper primary students in Surakarta, Indonesia. This case study explores a group of primary teachers’ knowledge and perspectives about multimodal text and its usage in teaching critical reading skills for upper primary students (students of grades 4, 5 and 6) in Surakarta, Indonesia. A focus group discussion (FGD) was conducted among 30 primary teachers and 10 school principals by using open-ended inquiries. The discussion administered several topics related to teachers’ perspectives about multimodal texts, teaching critical reading instructions, and the application of multimodal text in upper primary learning. The results of the research shows that text-based learning in the primary curriculum was mostly using written text with minimum illustration and often was only supported by a video from the internet. Most participants confirmed that they develop upper primary students’ critical reading skills by asking students to retell, finding key information, discussing the main ideas, and mostly answering questions about the text they read. The conclusion of the research is that the implementation of multimodal text in upper primary learning was limited to written text with illustrations, posters, advertisements, and video or animation videos from the internet. The implication of this research urges teachers to use multimodal texts to enhance critical thinking skills.

The creativity skill is a significant aspect in developing critical reading skills for students in the global communication era today. This study aims to develop creativity skills in critical reading through humanistic literacy learning. This research design employed research and development (R&D) with 8 stages of Borg WR's development model. The eight R&D steps are preliminary research or needs analysis, planning, development of preliminary form of product, preliminary field testing, revision, main field testing, operational field testing/feasibility testing, and final product revision. The data collection technique was conducted through observation, questionnaires, interviews, and test techniques. The data analysis technique used the R&D model of Brog WR which was enforced by the R&D model of Yoshihara and illustrated by the IBM SPSS Statistic 16.0. The results of this research indicate that (1) the results of the research testing and texts development showed an increase in students' creativity skill in critical reading, critical thinking skills, and motivation; (2) humanistic literacy learning was appropriate to be used to foster and develop creativity skill in critical reading;(3) the humanistic literacy approach in critical reading was able to foster skills, problem-solving ability, and students' intrinsic motivation; and (4) creativity skill in critical reading with humanistic literacy approach could foster creativity in cognition, science, image, visual, aural, experience, and solidarity.

This study aims to describe the critical reading skills of upper primary students in elementary schools of Surakarta City. The researchers also analyzed the differences in critical reading skills of upper primary students from A-accredited and B-accredited elementary schools. This type of research is descriptive qualitative research. Informants in the study come from 4 A-accredited elementary schools and 4 B-accredited elementary schools consisting of 2 fourth grade students, 2 fifth grade students and 2 sixth grade students per school (6 students per school). Critical reading ability was measured by using a written test instrument followed by in-depth interviews to explore six aspects of critical reading skills, namely: accuracy, clarity, precision, depth, relevance and logic. Competency analysis of students refers to Bahasa Indonesia Basic Competencies for primary students of Indonesian Ministry of Education and Culture Number 37 of 2018.The result of the study shows that the students in A-accredited schools have better critical reading skills in the aspects of accuracy, clarity and relevance. Students in sixth grade master the aspects of critical reading more than the students in fourth grade and fifth grade.