The transformation of a problem-based learning model using interactive folklore videos to strengthen early literacy in elementary schools

Abstract

Indonesian language learning in elementary schools continues to face challenges in improving students’ reading comprehension, critical thinking, and oral and written communication skills. Limited instructional media and a lack of contextual learning resources grounded in local culture often reduce student engagement and learning outcomes. This study aimed to develop and evaluate the effectiveness of a problem-based learning model integrated with interactive folklore videos to strengthen early literacy and Indonesian language skills. The study employed a research and development approach using an instructional design model comprising analysis, design, development, implementation, and evaluation stages. The development process included expert validation, limited classroom trials, product revision, and large-scale implementation involving 142 students from five elementary schools. The results demonstrated that the developed learning model achieved high levels of pedagogical, technical, and cultural feasibility. Students showed significant improvement in language skills, active participation during learning activities, and positive responses to the learning media. The findings indicate that integrating problem-based learning with interactive folklore videos provides an effective, contextual, and culturally responsive approach for strengthening early literacy and improving Indonesian language learning in elementary schools.