Enhancing Cultural Literacy Through the Digitalization of Dayak Deah Culture in Social Studies Learning at SMPN 2 Upau

Dewicca Fatma Nadilla, Bambang Subiyakto, Deasy Arisanty, Syaharuddin Syaharuddin

Abstract

This study examines the effectiveness of a digital storybook rooted in the Tawas Jaa tradition of the Dayak Deah community in enhancing students’ cultural literacy and learning outcomes in Social Studies. A quasi-experimental design with a pre-test–post-test control group was employed, involving seventh-grade students at SMPN 2 Upau. The experimental group engaged with the culturally contextualized digital storybook, while the control group received conventional instruction. Data were collected through a cultural literacy test and student response questionnaires, and analyzed using descriptive statistics, normality and homogeneity testing, and paired sample t-tests. The findings indicate that students responded positively to the digital storybook, with ratings above 80% in usability, motivation, and contextual relevance. Statistical analysis further revealed significant improvements in both groups (p < 0.05). However, the experimental group achieved a higher mean gain (-7.148) than the control group (-5.480), confirming the greater effectiveness of the intervention. These results suggest that embedding local culture into digital learning media not only strengthens cognitive outcomes but also promotes cultural awareness, identity formation, and student motivation. Overall, the study underscores the dual role of culturally embedded digital storybooks as both innovative instructional tools and vehicles for cultural preservation, providing a practical model for contextualized and inclusive education in multicultural settings.

Keywords

cultural literacy; Dayak Deah; digital storybook; social studies learning; Tawas Jaa

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References

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DOI: https://doi.org/10.20961/ictte.2025.114501

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