Fostering Reading Interest in Elementary Students through Local Wisdom: A Case Study
DOI:
https://doi.org/10.31949/jee.v9i2.13726Abstract
This pre-study explores the reading interest of elementary school students and the potential integration of local wisdom into literacy practices. The background of this study stems from preliminary findings that reveal low reading interest among second-grade students in an elementary school. Most students prefer picture books and show limited engagement with traditional texts, especially when lacking visual appeal. Furthermore, observations and teacher interviews indicate that cultural elements such as local traditions and values—particularly from Madura—are rarely included in classroom reading materials. Using a qualitative case study approach, data were collected through questionnaires, classroom observations, and teacher interviews. The results show that 70% of students read only when instructed, and over 80% express interest in books that include illustrations and culturally familiar content. Teachers acknowledge the need for relevant reading materials that combine engaging storytelling with the richness of local culture. They believe such materials can promote reading habits while strengthening students’ cultural identity. This study highlights a significant gap in culturally responsive reading materials for young learners. It suggests the importance of developing culturally integrated picture storybooks to enhance reading interest. Incorporating local wisdom into early literacy development can not only foster students’ engagement in reading but also preserve cultural heritage. The findings provide a basis for future development of reading materials rooted in local traditions and values.
Keywords:
reading interest, local wisdom, elementary education, cultural integrationDownloads
References
Abdalla, H., & Moussa, A. (2024). Culturally responsive teaching: Navigating models and implementing effective strategies. Acta Pedagogia Asiana, 3(2), 91–100. https://doi.org/10.53623/apga.v3i2.432
Achille, C., & Fiorillo, F. (2022). Teaching and learning of cultural heritage: Engaging education, professional training, and experimental activities. Heritage, 5(3), 2565–2593. https://doi.org/10.3390/heritage5030134
Adam, S. H., Ismail, A., & Ali, S. U. (2022). Local wisdom-based literary literacy in language and literature learning for senior high school students in ternate: strategies and obstacles. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 6(1), 65–77.
Alim, H. S., Paris, D., & Wong, C. P. (2020). Culturally sustaining pedagogy: A critical framework for centering communities. In Handbook of the cultural foundations of learning (pp. 261–276). Routledge.
Allred, J. B., & Cena, M. E. (2020). Reading motivation in high school: Instructional shifts in student choice and class time. Journal of Adolescent & Adult Literacy, 64(1), 27–35. https://doi.org/10.1002/jaal.1058
Barton, G., & Lennon, S. (2020). Literacy. In Teaching Middle Years (pp. 115–132). Routledge.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Bravo, M. C. M., Chalezquer, C. S., & Serrano-Puche, J. (2021). Meta-framework of digital literacy: A comparative analysis of 21st-century skills frameworks. Revista Latina de Comunicacion Social, 79, 76–109.
Budiarsa, I. K., Sudiana, I. N., & Arnyana, I. B. P. (2022). Pengembangan Buku Cerita Berkearifan Lokal Bali Untuk Meningkatkan Kemampuan Literasi Budaya Siswa Kelas II Sekolah Dasar. PENDASI Jurnal Pendidikan Dasar Indonesia, 6(2), 1–11. https://doi.org/10.23887/jurnal_pendas.v6i2.953
Copeland Solas, E., & Kamalodeen, V. (2022). Culturally relevant pedagogies (CRP) and culturally responsive teaching (CRT) in science education: Black success stories in Ontario. Canadian Journal of Science, Mathematics and Technology Education, 22(4), 796–817.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
David, M. D. (2025). Shipping As A Manifestation Of Culture: An Exploration Of Values, Traditions, And Cultural Practices In Indonesia. CIVITAS (JURNAL PEMBELAJARAN DAN ILMU CIVIC), 11(1), 60–74.
Ekayani, N. L., & Suwedawati, G. A. K. A. (2023). Implementation Of The School Literacy Movement (GLS) In Growing Reading Interest Of The Students. International Journal of Multidisciplinary Sciences, 1(2), 205–217.
Fatmawati, E. (2021). Strategies to grow a proud attitude towards Indonesian cultural diversity. Linguistics and Culture Review, 810–820.
Gumartifa, A., Sofendi, S., & Mirizon, S. (2025). Enhancing English Literacy through Ethnopedagogy: A Focus on Cultural Relevance in Teaching Practices. Journal of Languages and Language Teaching, 13(1), 294–305.
Haloho, B., & Napitu, U. (2023). Pelaksanaan Kegiatan Literasi Dan Numerasi Bagi Peserta Didik Kelas Tinggi Sekolah Dasar. Jurnal Serunai Administrasi Pendidikan, 12(2).
Hernandez, A., & Burrows, K. (2021). Implementing culturally relevant teaching in the classroom. Open Journal of Leadership, 10(4), 338–363.
Idrus, F., & Sohid, M. (2023). Teachers’ Expectations and Challenges in Using Culturally Responsive Teaching (CRT) Strategies in the ESL Classroom. Journal of Language Teaching & Research, 14(3).
Jannah, M., Masfuah, S., & Fardani, M. A. (2022). Gerakan Literasi Sekolah Meningkatkan Minat Baca Siswa Sekolah Dasar. Jurnal Prasasti Ilmu, 2(3), 115–120.
Kasiyun, S., & Ghufron, S. (2022). The Role of The School Literature Movement in Increasing Reading Interest in Elementary School Students: GLS, Interest in reading, Elementary school. Education and Human Development Journal, 7(01), 75–84.
Khunou, B., & Makda, F. (2025). EXPLORING CULTURALLY RESPONSIVE TEACHING (CRT) IN DIGITAL SPACES: A SYSTEMATIC REVIEW. INTED2025 Proceedings, 4164–4170.
Kim, D. (2020). Learning language, learning culture: Teaching language to the whole student. ECNU Review of Education, 3(3), 519–541.
Kim, Y. G., Lee, H., & Zuilkowski, S. S. (2020). Impact of literacy interventions on reading skills in low‐and middle‐income countries: A meta‐analysis. Child Development, 91(2), 638–660.
Komalasari, A. (2021). Developing 21st century education and digital literacy skills through intercultural city stories project. PIONEER: Journal of Language and Literature, 13(1), 1–15.
Ladson-Billings, G. (2020). Just what is critical race theory and what’s it doing in a nice field like education? In Critical race theory in education (pp. 9–26). Routledge.
Latif, M. A., Pratiwi, E., & Prameswari, A. (2024). Analyzing Early Childhood Fairy Tales: Looking for Studies on the Local Wisdom of Madurese Society. Al-Athfal: Jurnal Pendidikan Anak, 10(1), 11–18.
Lovtsova, I. V., Burovkina, L. A., & Sheshko, A. S. (2021). Preservation of the intangible cultural heritage through the implementation of additional general education programs in the field of fine arts. Revista Tempos e Espaços Em Educação, 14(33), 1–12.
Mardiana, M., & Prayuda, M. S. (2024). UPAYA MENINGKATKAN MINAT BACA PADA SISWA KELAS II SEKOLAH DASAR SWASTA SANTO IGNASIUS MEDAN JOHOR. Jurnal Darma Agung, 32(5), 159–164.
Milenkova, V., & Lendzhova, V. (2021). Digital citizenship and digital literacy in the conditions of social crisis. Computers, 10(4), 40.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd. Thousand Oaks, CA: Sage.
Monica, M., & Soplantila, E. (2024). The Role of Local Folklores in Students’ Reading Comprehension. MATAI: International Journal of Language Education, 4(2), 185–198.
Murti, D. K. (2020). Development of Educational Comic with Local Wisdom to Foster Morality of Elementary School Students: A Need Analysis. International Journal of Educational Methodology, 6(2), 337–343.
Nikmah, A. A., & Zafi, A. A. (2025). MANAGEMENT OF SCHOOL LITERACY MOVEMENT (GLS) PROGRAM IN DEVELOPING INTEREST IN LITERACY AMONG STUDENTS. Esteem Journal of English Education Study Programme, 8(1), 193–199.
Novitasari, N. (2024). IMPLEMENTASI MEDIA BUKU CERITA BERGAMBAR BERBASIS KEARIFAN LOKAL (BURITA-BERBEKAL) UNTUK MENINGKATKAN MINAT BACA SISWA SEKOLAH DASAR. Jurnal Pendidikan Dasar Borneo (Judikdas Borneo), 6(1), 9–15.
Ozaki, Y., & Shaw, R. (2022). Citizens’ social participation to implement sustainable development goals (SDGs): A literature review. Sustainability, 14(21), 14471.
Pangrazio, L., Godhe, A.-L., & Ledesma, A. G. L. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-Learning and Digital Media, 17(6), 442–459.
Pitoyo, A. (2020). A meta-analysis: Factors affecting students’ reading interest in Indonesia. International Journal of Multicultural and Multireligious Understanding, 7(7), 83–92.
Polizzi, G. (2020). Information literacy in the digital age: why critical digital literacy matters for. Informed Societies, 1.
Ramadhani, C. D., Adrias, A., & Suciana, F. (2025). Analisis Minat Baca dan Dampaknya terhadap Pemahaman Bacaan Siswa Sekolah Dasar. DIDAKTIS: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 3(1), 9–18.
Ratminingsih, N. M., Budasi, I. G., & Kurnia, W. D. A. (2020). Local Culture-Based Storybook and Its Effect on Reading Competence. International Journal of Instruction, 13(2), 253–268. https://doi.org/10.29333/iji.2020.13218a
Retnasari, L., Setyaningrum, D., & Prasetyo, D. (2022). Culture of the School Literacy Movement (GLS) for Students in Elementary Schools to Realize the 2045 Golden Generation. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(1), 179–189.
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10(10).
Sengonul, T. (2022). A Review of the Relationship between Parental Involvement and Children’s Academic Achievement and the Role of Family Socioeconomic Status in This Relationship. Pegem Journal of Education and Instruction, 12(2), 32–57.
Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2022). Counseling the culturally diverse: Theory and practice. John Wiley & Sons.
Sulfemi, W. B. (2023). Management Of School Literacy With Students’ Interest in Reading. Educ Learn Dev Nations, 1(2), 26–31.
Vaughn, M., Premo, J., Sotirovska, V. V, & Erickson, D. (2020). Evaluating agency in literacy using the student agency profile. The Reading Teacher, 73(4), 427–441.
White, J. L., Chávez, A. F., & Longerbeam, S. D. (2023). Teaching across cultural strengths: A guide to balancing integrated and individuated cultural frameworks in college teaching. Routledge.
Widana, I. W. (2020). The effect of digital literacy on the ability of teachers to develop HOTS-based assessment. Journal of Physics: Conference Series, 1503(1), 12045.
Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.
