Implementation of Digital Teaching Materials Based on Local Wisdom of the Banten Region as a Media for Indonesian Language Literacy in Elementary Schools

Trisnawati Trisnawati; Deni Pratidiana; Septi Riyani; Mimi Maemunah

doi:10.62775/edukasia.v7i2.2199

Authors

Trisnawati Trisnawati Universitas Mathla'ul Anwar, Banten
Deni Pratidiana Universitas Mathla'ul Anwar, Banten
Septi Riyani Universitas Mathla'ul Anwar, Banten
Mimi Maemunah Universitas Mathla'ul Anwar, Banten

DOI:

https://doi.org/10.62775/edukasia.v7i2.2199

Keywords:

digital teaching materials; folklore; literacy; elementary school

Abstract

Community Literacy Development (IPLM) and reading interest. The method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The teaching materials developed are interactive animated videos highlighting Bantenese folktales. Implementation was carried out on 75 students (N = 75) from three elementary schools in Pandeglang Regency using a purposive sampling technique. The results showed a significant increase in students' literacy skills, with an average pre-test score of 26.0 increasing to 76.7 in the post-test. Analysis using a paired t-test showed a significant difference (p < 0.001). Student responses to the teaching materials were very positive: 89% stated that the material was interesting, 85% found it easier to understand the reading, and 82% were motivated to read other folktales. From the teacher's perspective, 92% acknowledged the ease of the learning process and 90% felt more confident in integrating technology. This proves that the implementation of digital teaching materials based on Banten local wisdom is effective in improving students' Indonesian language literacy skills, both in reading and writing skills and understanding of local culture. This study concludes that digital teaching materials based on local wisdom are not only relevant for improving student literacy, but also able to strengthen cultural identity, instill character values, and provide interactive and contextual learning. These findings support the theory of Culturally Responsive Teaching (CRT) by showing that the integration of local culture in digital learning can increase student engagement, motivation, and learning outcomes, thus contributing to the development of culturally responsive educational practices in a global context.

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