Developing Folktale-Based Monopoly Media (MONCERA) Using Culturally Responsive Teaching to Improve Primary Students’ Reading Literacy

Yolla Yulandhini; Indri Yani; Tustiyana Windiyani

doi:10.35445/alishlah.v18i2.9517

Developing Folktale-Based Monopoly Media (MONCERA) Using Culturally Responsive Teaching to Improve Primary Students’ Reading Literacy

Yolla Yulandhini, Indri Yani, Tustiyana Windiyani

Abstract

Low reading literacy among primary school students remains a major educational challenge, partly due to the limited availability of contextual, engaging, and culturally relevant learning media. This study developed MONCERA, a folktale-based Monopoly learning medium integrated with Culturally Responsive Teaching (CRT), to support students’ comprehension of fiction texts and strengthen their cultural awareness. This study employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 35 sixth-grade students at SDN Tajur 3, Bogor, Indonesia. Data were collected through expert validation sheets, teacher and student response questionnaires, observation, interviews, and reading literacy tests. The feasibility of the media was analyzed using percentage scores, while its effectiveness was measured using the normalized gain (N-gain) formula based on pre-test and post-test results. Expert validation indicated that MONCERA was highly feasible, with scores of 93% from media experts, 93% from content experts, and 100% from language experts. Teacher and student responses were also highly positive, reaching 96.9% and 96.8%, respectively. Students’ average reading literacy score increased from 46.7% in the pre-test to 91.2% in the post-test, with an N-gain score of 0.836, categorized as high. The findings suggest that MONCERA can serve as a feasible and effective culturally responsive learning medium for improving primary students’ reading literacy, particularly in understanding folktales, intrinsic story elements, and moral values.

Keywords

culturally responsive teaching; folktale-based learning media; MONCERA; reading literacy; primary school students

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DOI: https://doi.org/10.35445/alishlah.v18i2.9517