Development Of Picture Storybooks Based On Sasak Tribe Local Wisdom For Third Grade Students

Saadatul Adawiah — 2025-09-30

The globalization era and rapid technological development threaten Indonesian local wisdom preservation, particularly oral traditions. Globalization triggers shifts toward more practical modern lifestyles, exacerbated by insufficient younger generations interested in inheriting their culture. The objective of this study is to create an illustrated narrative book incorporating indigenous Sasak cultural knowledge intended for elementary third-year learners at SDN 44 Cakranegara. Pre-research interviews and questionnaires revealed urgency: (1) students did not know Tetuntel Tuntel dait Tegodek Godek, a distinctive Sasak folktale; (2) limited picture storybooks about local wisdom. Analysis of student textbook theme 2 “Loving Plants and Animals” showed: folktales presented only as text without attractive visuals, overly simplistic content lacking regional distinctiveness, and no introduction to Indonesian archipelago folktales. This condition created local cultural introduction gaps and disrupted intergenerational cultural transmission. R&D method using ADDIE model was selected for its systematic and structured framework producing quality learning products. Analysis: identifying students' knowledge gaps. Design: designing bilingual book concepts. Development: producing books with Sasak-Indonesian texts, engaging illustrations, and local wisdom values. Implementation: pilot testing with target users. Evaluation: expert validation and user response measurement. Validation results were excellent: media expert 85.71%, material expert 92.31%, student response 98.53%, teacher response 95%. The book effectively facilitates folktale comprehension and introduces Sasak local wisdom, contributing to local cultural preservation.

Integration Of Project Based Learning (PjBL) And Game Based Learning (GBL) In A Deep Learning Approach

Moch Bayu Ibrahim S — 2025-09-30

Amidst the demands of 21st-century learning, which emphasizes active engagement, deep understanding, and strengthening student motivation, innovation in learning models has become an inevitable necessity in elementary schools. This study aims to analyze the effectiveness of integrating Project-Based Learning (PjBL) and Game-Based Learning (GBL) in improving students’ learning outcomes, motivation, and engagement in science learning at SD Negeri Mekarwangi and SD Negeri Jatijaya. Employing a mixed-methods approach, the research combines a quantitative experiment using a pretest–posttest control group design with qualitative data obtained through interviews and classroom observations. The results of the independent sample t-test indicate a significant difference between the experimental and control groups (p < 0.05), with the experimental group achieving nearly twice the gain score, demonstrating stronger conceptual understanding. Motivation scores in the experimental group were categorized as “very high,” influenced by elements of challenge, instant feedback, and engaging game dynamics. Qualitative findings further reveal improvements in students’ confidence, collaboration, and deeper conceptual comprehension. Overall, the integration of PjBL and GBL is proven effective in creating more active, meaningful learning experiences and fostering deep learning.

Insights: Journal of Primary Education Research

Development Of Picture Storybooks Based On Sasak Tribe Local Wisdom For Third Grade Students

Integration Of Project Based Learning (PjBL) And Game Based Learning (GBL) In A Deep Learning Approach