The Role of Educational Games Based on Local Wisdom in Improving Reading Literacy in Elementary Schools
DOI:
https://doi.org/10.51903/zt1f6065Keywords:
Educational Game, Local Wisdom , Reading Literacy, Elementary School, Interactive Learning MediaAbstract
The low level of reading literacy among elementary school students remains a tangible challenge in the field of education, particularly when learning has yet to fully engage with cultural contexts familiar to students' everyday lives. This study aims to explore the effectiveness of educational games based on local wisdom as a learning medium capable of meaningfully improving reading literacy skills. Employing a mixed methods approach, this research combines quantitative analysis through pre-tests and post-tests on two groups (experimental and control), as well as qualitative analysis through participatory observation and semi-structured interviews. Quantitative findings indicate a significant improvement in reading literacy among the experimental group following the game-based learning intervention. Meanwhile, qualitative data reveal that students tend to be more emotionally and cognitively engaged when learning with media that incorporate local cultural elements, such as wayang stories or traditional markets. Not only does the educational game foster reading interest, but it also strengthens the connection between learning content and students’ cultural realities. This study contributes to the effort of presenting a more contextual, relevant, and motivating learning approach, particularly in the development of literacy media grounded in both technology and culture. The findings also open up opportunities for the development of more inclusive and locally-based education policies in the digital era.
References
Aisyah, A., Chelsi, Y. S., & Ria, R. (2023). Analysis of Ability to Prepare Learning Evaluation Minimum Competency Assessment (AKM) during the Covid 19 Pandemic at SD Negeri 3 Abepura, Jayapura City. Journal of Educational Analytics, 2(1), 131–140. https://doi.org/10.55927/jeda.v2i1.3162
Aravind B R. (2023). Utilizing Blogs on ESL learners’ vocabulary learning through social constructivist theory: A descriptive study. MethodsX, 10, 101970. https://doi.org/10.1016/j.mex.2022.101970
Asadi, M., & Ebadi, S. (2024). Integrating augmented reality in EFL reading comprehension: a mixed-methods study. Research and Practice in Technology Enhanced Learning, 20, 023. https://doi.org/10.58459/rptel.2025.20023
Asmayawati, Yufiarti, & Yetti, E. (2024). Pedagogical innovation and curricular adaptation in enhancing digital literacy: A local wisdom approach for sustainable development in Indonesia context. Journal of Open Innovation: Technology, Market, and Complexity, 10(1), 100233. https://doi.org/10.1016/j.joitmc.2024.100233
Aulia, I. (2025). Integrating cultural contexts into mathematics : effects of culture- based worksheets on students ’ mastery of geometric transformations Integrating cultural contexts into mathematics : effects of culture-based worksheets on students ’ mastery of geometri. Polyhedron International Journal in Mathematics Education, 3(11), 1–10. https://doi.org/10.59965/pijme.v3i1.167
Bailey, A. L., & Wilkinson, L. C. (2025). Commentary for the Special Issue on Equity and Methodological Advancements to Transform Academic Discourse Teaching and Research. Finding Common Ground: The path forward for building teacher and student capacity for academic discourse and student success. Linguistics and Education, 87, 101428. https://doi.org/10.1016/j.linged.2025.101428
Conrad, M., Kablitz, D., & Schumann, S. (2024). Learning effectiveness of immersive virtual reality in education and training: A systematic review of findings. Computers & Education: X Reality, 4(September 2023), 100053. https://doi.org/10.1016/j.cexr.2024.100053
Di Pietro, G. (2023). The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis. Educational Research Review, 39(March), 100530. https://doi.org/10.1016/j.edurev.2023.100530
Enchikova, E., Neves, T., Toledo, C., & Nata, G. (2025). International Journal of Educational Research Open A long road to educational equity : Tracking trends through PISA 2000 – 2018. International Journal of Educational Research Open, 8(February). https://doi.org/10.1016/j.ijedro.2025.100445
Halim, A. (2024). Optimization of Interactive Learning Media Usage in Madrasah. Indonesian Journal of Education (INJOE), 4(1), 114–127.
Hossain, K. I. (2024). Social Sciences & Humanities Open Reviewing the role of culture in English language learning : Challenges and opportunities for educators. Social Sciences & Humanities Open, 9(August 2023), 100781. https://doi.org/10.1016/j.ssaho.2023.100781
Imran, K., & Hossain. (2024). Literature-based language learning: Challenges, and opportunities for English learners. Ampersand, 13, 100201. https://doi.org/10.1016/j.amper.2024.100201
Ismayilli Karakoҫ, A., Gu, P., & Ruegg, R. (2025). Designing a rating scale for an integrated reading-writing test: A needs-oriented approach. Assessing Writing, 64(February). https://doi.org/10.1016/j.asw.2025.100918
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115
Khoso, A. K., Honggang, W., & Darazi, M. A. (2025). Empowering creativity and engagement: The impact of generative artificial intelligence usage on Chines EFL students’ language learning experience. Computers in Human Behavior Reports, 18(February), 100627. https://doi.org/10.1016/j.chbr.2025.100627
Meher, C., & Zaluchu, F. (2025). Methods for stunting education in impoverished rural areas using illustrated modules in local languages. MethodsX, 14(June 2024), 103086. https://doi.org/10.1016/j.mex.2024.103086
Nguyen-Viet, B., & Nguyen-Viet, B. (2025). The synergy of immersion and basic psychological needs satisfaction: Exploring gamification’s impact on student engagement and learning outcomes. Acta Psychologica, 252, 104660. https://doi.org/10.1016/j.actpsy.2024.104660
Novanti, E. A., & Suprayogi, S. (2021). Webtoons Potentials To Enhance Efl Students Vocabulary. Journal of Research on Language Education, 2(2), 83. https://doi.org/10.33365/jorle.v2i2.1311
Radović, S., Seidel, N., Menze, D., & Kasakowskij, R. (2024). Investigating the effects of different levels of students’ regulation support on learning process and outcome: In search of the optimal level of support for self-regulated learning. Computers and Education, 215(March). https://doi.org/10.1016/j.compedu.2024.105041
Rahimi, S., & khatooni, M. (2024). Saturation in qualitative research: An evolutionary concept analysis. International Journal of Nursing Studies Advances, 6(August 2023), 100174. https://doi.org/10.1016/j.ijnsa.2024.100174
Riley, T., Meston, T., Cutler, C., Low-Choy, S., McCormack, B. A., Kim, E. J. A., Nakar, S., & Vasco, D. (2024). Weaving stories of strength: Ethically integrating Indigenous content in Teacher education and professional development programmes. Teaching and Teacher Education, 142(July 2023), 104513. https://doi.org/10.1016/j.tate.2024.104513
Setyawan, R., Raharjo, B., & Dewayani, J. (2024). Governance in the Digital Era : Analyzing the Adoption of E- Government Services in Local Authorities Through Quantitative Methods. Journal of Management and Informatics, 3(3), 434–450. https://doi.org/10.51903/jmi.v3i3.54
Uyarra, E., Bugge, M. M., Coenen, L., Flanagan, K., & Wanzenböck, I. (2025). Geographies of mission-oriented innovation policy. Environmental Innovation and Societal Transitions, 56. https://doi.org/10.1016/j.eist.2025.100970
Wohlin, C., Kalinowski, M., Romero Felizardo, K., & Mendes, E. (2022). Successful combination of database search and snowballing for identification of primary studies in systematic literature studies. Information and Software Technology, 147(July 2021), 106908. https://doi.org/10.1016/j.infsof.2022.106908
Yao, K., Xiong, W., Liu, H., Wang, Z., & Xiao, S. (2025). How can improved reading materials enhance reading comprehension of rural left-behind children without teacher guidance? International Journal of Educational Research, 130(June 2024), 102544. https://doi.org/10.1016/j.ijer.2025.102544
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Inditha Jauhari Indriani, Khairial Muqarramah, Maqfirah Sri Nurhayani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles published in this journal are open access and licensed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
Under this license:
-
Authors retain copyright of their work.
-
Others are free to:
-
Share — copy and redistribute the material in any medium or format;
-
Adapt — remix, transform, and build upon the material for any purpose, even commercially;
-
-
As long as they:
-
Give appropriate credit to the original author(s) and the source;
-
Provide a link to the license;
-
Indicate if changes were made;
-
Distribute their contributions under the same license as the original.
-
This ensures that derivative works will also remain free and open under the same terms.
