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<p>This study examines the development and implementation of folklore-based digital learning media designed to enhance senior high school students’ writing skills within Indonesia’s <i>Merdeka</i> Curriculum. The research employed a mixed-methods approach consisting of expert validation, reliability testing, pilot instrument trials with 30 non-sample students, a small-group trial (<i>n</i> = 15), and a main classroom implementation involving 60 students in Indonesian language classes. The validation process confirmed that the developed media met high standards of content accuracy, instructional design, and curriculum alignment, while reliability analysis demonstrated strong internal consistency of the assessment instruments. Empirical findings from classroom trials indicated meaningful improvements in students’ writing performance, providing evidence of the instructional effectiveness of the folklore-based digital media in supporting learning outcomes. Beyond instructional effectiveness, this study contributes to sustainability-oriented education by integrating cultural and environmental dimensions into digital pedagogy. The incorporation of local folklore within technology-supported learning supports cultural sustainability by preserving and transmitting intangible cultural heritage, reinforcing learners’ cultural identity and community awareness. Simultaneously, the use of digital platforms reduces reliance on printed materials, reflecting environmentally responsible learning practices and offering a scalable model for greener educational innovation. Conceptually, the study advances Education for Sustainable Development (ESD) by operationalizing cultural heritage as a pedagogical resource that aligns digital literacy, learner-centered instruction, and sustainability values within formal schooling contexts. Despite these contributions, the study is limited by its focus on a single educational setting and short-term implementation. Future research is therefore encouraged to explore long-term learning effects, cross-regional applicability, and integration with other subject areas. Overall, the findings support the mission of <i>Discover Sustainability</i> by demonstrating how culturally grounded digital learning can simultaneously promote academic achievement and sustainability-oriented educational transformation, in line with SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities).</p>

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Contextual learning for sustainable education using digital folktale materials

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月25日

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  • Siti Ansoriyah,
  • Iva Sarifah,
  • Reni Oktaviani,
  • Uyu Muawanah

摘要

This study examines the development and implementation of folklore-based digital learning media designed to enhance senior high school students’ writing skills within Indonesia’s Merdeka Curriculum. The research employed a mixed-methods approach consisting of expert validation, reliability testing, pilot instrument trials with 30 non-sample students, a small-group trial (n = 15), and a main classroom implementation involving 60 students in Indonesian language classes. The validation process confirmed that the developed media met high standards of content accuracy, instructional design, and curriculum alignment, while reliability analysis demonstrated strong internal consistency of the assessment instruments. Empirical findings from classroom trials indicated meaningful improvements in students’ writing performance, providing evidence of the instructional effectiveness of the folklore-based digital media in supporting learning outcomes. Beyond instructional effectiveness, this study contributes to sustainability-oriented education by integrating cultural and environmental dimensions into digital pedagogy. The incorporation of local folklore within technology-supported learning supports cultural sustainability by preserving and transmitting intangible cultural heritage, reinforcing learners’ cultural identity and community awareness. Simultaneously, the use of digital platforms reduces reliance on printed materials, reflecting environmentally responsible learning practices and offering a scalable model for greener educational innovation. Conceptually, the study advances Education for Sustainable Development (ESD) by operationalizing cultural heritage as a pedagogical resource that aligns digital literacy, learner-centered instruction, and sustainability values within formal schooling contexts. Despite these contributions, the study is limited by its focus on a single educational setting and short-term implementation. Future research is therefore encouraged to explore long-term learning effects, cross-regional applicability, and integration with other subject areas. Overall, the findings support the mission of Discover Sustainability by demonstrating how culturally grounded digital learning can simultaneously promote academic achievement and sustainability-oriented educational transformation, in line with SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities).