The Impact of Visible Thinking Strategies on Students’ Appreciation of Indonesian Prose Fiction

This study explores the impact of Visible Thinking Strategies (VTS) on students’ appreciation of Indonesian prose fiction, addressing the persistent challenges of teacher-centered and content-focused approaches in literature education. A quasi-experimental, mixed-methods design was employed with 60 undergraduate students enrolled in an Indonesian Language and Literature Education program. Participants were divided into an experimental group, which received instruction through VTS routines, and a control group, which was taught using conventional methods.Data were collected through pre- and post-tests, classroom observations, reflective journals, and focus group interviews. Quantitative findings revealed significant improvement in the experimental group’s comprehension of narrative structures, interpretive reasoning, and affective engagement with literary texts, with medium to large effect sizes. Qualitative data further illustrated how VTS routines—such as See-Think-Wonder and Claim-Support-Question —enhanced students’ confidence, encouraged collaborative dialogue, and fostered personal connections with the stories. Students described literature classes as more engaging, meaningful, and enjoyable compared to their previous experiences.The study concludes that VTS provide an effective pedagogical framework for fostering both cognitive and affective dimensions of literary appreciation. For pre-service teachers, the experience of engaging with VTS not only developed their own interpretive competence but also offered innovative pedagogical tools applicable to their future classrooms. These findings highlight the potential of VTS to transform literature education in Indonesia, bridging international innovations in pedagogy with local cultural and literary traditions.