The Effectiveness of a Wayang Thengul-Contextualized Multiliteracies Learning Design: Addressing Students’ Attitudes toward Consumptive Peer Pressure
Abstract
Consumptive peer pressure can lead elementary school students to follow consumption trends to gain social acceptance, even when purchased items are not necessary or useful. This challenge becomes more complex as social media and global popular culture shape students’ preferences and perceptions of desirability. This study aims to examine the implementation and effectiveness of a Wayang Thengul-contextualized multiliteracies learning design in addressing students’ attitudes toward consumptive peer pressure. This study used a pre-experimental one-group pretest-posttest design involving 12 fifth-grade elementary school students. The intervention took place in two face-to-face lessons, using four stages of multiliteracies: situated practice, overt instruction, critical framing, and transformed practice. Activities included the creation of My Consumption Journal, a mind map on needs, wants, utility, and the consequences of consumption, a mini-debate on the decrease in interest in Wayang Thengul in the context of global popular culture, and a transformed practice activity in which participants designed Wayang Thengul-themed tote bags using AI-assisted ideation. The results showed improvements in measured attitudes, as evidenced by increased resistance to peer influence, greater independence in making consumption choices, and greater respect for local cultural products after the intervention. The uniqueness of the study lies in the combination of multiliteracies pedagogy and Wayang Thengul as a local cultural practice. From the theoretical perspective, the study expands the application of multiliteracies pedagogy to culture-based sustainability and consumption education. From the empirical perspective, it shows how economic, digital, and cultural literacies can be connected through contextual, reflective, critical, and creative learning.
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