Pengaruh Buku Cerita Bergambar Berbasis Responsivitas Budaya terhadap Kemampuan Literasi Awal Siswa Kelas III Sekolah Dasar

Abstract

Low literacy proficiency among early-grade students in Indonesia, particularly in Papua Barat Daya, and the limited availability of teaching materials that integrate local culture indicate the need to develop literacy teaching materials responsive to students’ cultural contexts. This study aimed to analyze the effect of culturally responsive picture storybooks on the early literacy skills of third-grade students at SD Al-Jihad Sorong. The study employed a quantitative approach with a quasi-experimental nonequivalent control group design, involving 60 students selected through purposive sampling, comprising 30 students in the experimental group and 30 students in the control group. Data were collected using an early literacy skills test, a learning engagement observation sheet, and a reading interest questionnaire, and then analyzed using an independent-samples t test and analysis of covariance (ANCOVA). The results showed that the experimental group’s early literacy skills (M = 82.73; SD = 7.41) were significantly higher than those of the control group (M = 71.20; SD = 8.15), with t(58) = 6.14, p < 0.001, and Cohen’s d = 1.47. The ANCOVA results also indicated a significant difference, F(1, 57) = 38.74, p < 0.001, η²ₚ = 0.40. These findings indicate that the use of culturally responsive picture storybooks supports improvements in students’ early literacy skills within the context of this study. The practical implication is the need to systematically integrate elements of local culture into the development of literacy teaching materials, particularly in eastern Indonesia.