IPAS E-MODULE ON NATIONAL CULTURAL DIVERSITY INCORPORATING LOCAL WISDOM FOR FIFTH-GRADE ELEMENTARY SCHOOL STUDENTS

Abstract

The teaching of IPAS material on national cultural diversity in elementary schools still faces various challenges, such as teacher-centered instruction, the use of teaching materials that lack contextual relevance, and the limited integration of local wisdom into the learning process. These conditions result in low student engagement and a limited understanding of local wisdom within their communities. This study aims to describe the IPAS learning needs regarding national cultural diversity content and the integration of local wisdom among fifth-grade elementary school students, the characteristics and construction of IPAS e-modules containing local wisdom, as well as the implementation of the e-modules and student responses during learning. This study employs a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation involving teachers and fifth-grade students at SDN Grati 1 Pasuruan. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, which includes data condensation, data presentation, and drawing conclusions. The results of the study indicate that interactive flipbook-based e-modules integrating the Larung Sesaji tradition of Lake Ranu Grati are capable of delivering more contextual, interactive, and participatory learning. The use of e-modules increased student engagement in learning and helped students understand local wisdom as part of their social identity. Thus, e-modules containing local wisdom can serve as an alternative digital teaching material in culture-based IPAS learning in elementary schools