Innovating Reading Instruction: Interactive Multimedia Rooted in Jambi Local Wisdom to Enhance Elementary Students’ Reading Comprehension

Abraar Dzulqadri; Eka Ulfa Khairani; Jajang Kurniawan; Rodiah; Aryudawati

doi:10.61255/itej.v4i2.1355

Authors

Abraar Dzulqadri Universitas Jambi
Eka Ulfa Khairani
Jajang Kurniawan
Rodiah
Aryudawati

DOI:

https://doi.org/10.61255/itej.v4i2.1355

Keywords:

ADDIE Model, Interactive Multimedia, Local Wisdom, Reading Comprehension, Website-Based Learning

Abstract

The impetus for this research stems from the limited availability of website based interactive multimedia that integrates Jambi local wisdom, reading comprehension exercises and teacher-managed content features within elementary reading instruction. Although digital media and local wisdom-based resources have been developed in prior studies, few have explicitly connected local cultural texts with interactive inferential and evaluative reading activities tailored for fifth-grade students. This study aims to develop and examine the feasibility and effectiveness of interactive multimedia grounded in Jambi local wisdom to enhance the reading comprehension of elementary school students. The research employed a Research and Development (R&D) approach utilizing the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The product was developed as a website featuring Jambi-localized reading texts, visual, audio support, interactive quizzes and a teacher content-management feature. The subjects comprised 15 fifth-grade students at SDN 93/I Lopak Aur. Data were collected through observations, interviews, expert validation sheets and reading comprehension pretests and posttests, then analyzed using expert validation percentages, paired sample t-tests and N-gain analysis. Expert validation demonstrated high feasibility, with scores of 97% from media experts, 91% from material experts and 89% from language experts. Students’ mean reading comprehension score increased from 74.00 on the pretest to 88.67 on the posttest. The paired sample t-test confirmed a statistically significant difference (p < 0.001) and the N-gain score of 0.5777 fell into the moderate category, indicating the multimedia’s effectiveness. This study contributes both scientific and practical novelty by offering a culturally responsive, website-based multimedia model that strengthens reading comprehension while empowering teachers to adapt local texts and quizzes to their students’ specific cultural contexts and learning needs.

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