Exploring the Role of Banjar Culture-Based Books on Literacy, Motivation, and Cultural Identity of Elementary School Students in Kalimantan
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Objective: This study aimed to develop and implement the BANJAR Book, an adventure-based reading book grounded in Banjar local culture, to support early literacy, reading motivation, and cultural identity among lower-grade elementary students in rural South Kalimantan.
Methods and Materials: A design-based research approach was used in three rural elementary schools in South Kalimantan, Indonesia. The study involved 40 third-grade students, three teachers, and 15 parents. The intervention was implemented through two iterative cycles, including needs analysis, book design, classroom implementation, evaluation, and refinement. Data were collected using pre- and post-reading tests, classroom observation sheets, semi-structured teacher interviews, parent questionnaires, and learning documentation. Quantitative data were analyzed using descriptive statistics and paired t-tests, while qualitative data were analyzed through thematic coding and triangulation.
Findings: Students’ mean reading score increased from 17.63 ± 0.68 at pretest to 23.02 ± 0.80 at posttest, with a mean difference of 5.39 ± 1.08, t(39) = 31.65, p < .001. Classroom observations showed relatively high engagement, with participation scoring highest (M = 3.08), followed by peer interaction (M = 2.93), teacher interaction (M = 2.88), enthusiasm (M = 2.85), and concentration (M = 2.85). Parent responses indicated strong support for the book’s cultural relevance, with 93.3% agreeing that it helped children learn Banjar culture. However, because the study used a single-group pretest–posttest design without a control group, the findings should be interpreted as preliminary.
Conclusion: The BANJAR Book shows potential as a culturally contextualized literacy medium for supporting early reading, engagement, and cultural awareness.
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