Development of a Project-Based Learning Model Integrated with Local Wisdom to Improve Students’ Writing Literacy through Folk Tale Writing at Air Balui State Elementary School

Rusidah Rusidah; Santi Oktarina; Farida R Wargadalem; Makmum Raharjo

doi:10.35445/alishlah.v18i2.9413

Development of a Project-Based Learning Model Integrated with Local Wisdom to Improve Students’ Writing Literacy through Folk Tale Writing at Air Balui State Elementary School

Rusidah Rusidah, Santi Oktarina, Farida R Wargadalem, Makmum Raharjo

Abstract

Writing literacy is an essential competency in elementary education because it enables students to express ideas coherently, think critically, and communicate effectively. However, elementary students often experience difficulties in developing creative writing skills, particularly in composing folk tales, due to teacher-centered instruction and limited integration of local cultural contexts. Although Project-Based Learning (PjBL) has been widely recognized for promoting active learning, few studies have developed a structured PjBL model that systematically integrates local wisdom to enhance writing literacy. This study aimed to develop and evaluate a Project-Based Learning model integrated with Musi Banyuasin local wisdom to improve elementary students’ writing literacy through folk tale writing. This study employed a Research and Development (R&D) approach using the ADDIE model, comprising the Analysis, Design, Development, Implementation, and Evaluation stages. The developed model was validated by media, language, and instructional design experts. Practicality was evaluated through a small-group trial involving eight fourth-grade students, while effectiveness was examined through a field trial with 15 students using a one-group pre-test–post-test design. Data were collected using validation sheets, practicality questionnaires, interviews, and writing performance tests, and analyzed using descriptive statistics and N-Gain analysis. The developed PjBL model demonstrated high validity based on expert evaluations (90.75–95.33%), excellent practicality with an average score of 91.55%, and high effectiveness. Students’ mean writing score increased from 54.00 in the pre-test to 90.93 in the post-test, yielding an N-Gain score of 0.82, which was categorized as high. The findings indicate that integrating Project-Based Learning with local wisdom provides meaningful and culturally relevant learning experiences that enhance students’ writing literacy. The developed model offers a practical framework for contextual writing instruction while contributing to the integration of local cultural values into elementary literacy education.

Keywords

project-based learning; local wisdom writing literacy; folk tale writing, elementary school

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DOI: https://doi.org/10.35445/alishlah.v18i2.9413