Enrekang Sociocultural Interactive Multimedia for Strengthening Cultural Literacy in Elementary School

Abstract

Digital exposure provides elementary students with broad cultural access, but it can also widen the distance between globally circulating culture and students’ understanding of their own local heritage. This study developed Enrekang sociocultural-based interactive multimedia for Natural and Social Sciences (IPAS) and examined its feasibility, practicality, and preliminary association with students’ cultural literacy. A Research and Development design using the ADDIE model was implemented with one media expert, one subject-matter expert, one classroom practitioner, a nine-student small-group trial, and 35 fifth-grade students in the field implementation. The multimedia was developed with Articulate Storyline 3 and incorporated local cultural content, audio-video resources, interactive navigation, games, and automatically scored evaluation items. The overall expert-validation mean was 4.20/5, while practicality scores were 4.06 in the small-group trial and 4.51 in the field trial. Reanalysis of item-level responses showed that cultural literacy increased from M = 53.29 (SD = 8.90) to M = 68.66 (SD = 7.14). Difference scores were normally distributed (Shapiro-Wilk W = .976, p = .619), and the paired-samples test indicated a significant within-group increase, t(34) = 10.289, p < .001, 95% CI [12.34, 18.41], dz = 1.74. The multimedia is feasible and practical and is associated with higher cultural-literacy scores; however, the one-group design does not permit strong causal inference.