Development of a Local Wisdom–Integrated IPAS Learning Model with Criterion-Referenced Assessment in a 3T Elementary School in Bima Regency

Muhammad Yamin; Muhammad Salahuddin; Lutfin Haryanto

doi:10.58421/gehu.v5i4.1975

DOI:

https://doi.org/10.58421/gehu.v5i4.1975

Authors

Muhammad Yamin STKIP Harapan Bima, Nusa Tenggara Barat https://orcid.org/0009-0007-0158-5935
Muhammad Salahuddin STKIP Harapan Bima, Nusa Tenggara Barat
Lutfin Haryanto STKIP Harapan Bima, Nusa Tenggara Barat

Keywords:

3T region , Criterion-referenced assessment, IPAS learning, Local wisdom, Merdeka Curriculum, R&D/ADDIE

Abstract

This study aimed to develop, validate, and evaluate the practicality and preliminary effectiveness of a local wisdom–integrated Natural and Social Sciences (IPAS) learning model incorporating criterion-referenced assessment (CRA) at SD Negeri Sori Katupa, an elementary school located in a disadvantaged, frontier, and outermost (3T; Indonesian: tertinggal, terdepan, terluar) area of Bima Regency. The study responded to two field problems: the limited use of local cultural resources in learning and the dominance of written tests that did not adequately measure students’ competencies in context. Using a Research and Development (R&D) approach with the ADDIE model, the researchers collected data through observation, interviews, documentation, expert validation, teacher and student response questionnaires, and a learning-outcome test administered as a one-group pretest–posttest during the field trial. Participants included 5 expert validators, 3 teachers, and 25 Grade V students, along with the principal and community/traditional leaders selected through purposive sampling. Data were analysed using Aiken’s V content-validity index, practicality percentages, normalized gain (N-gain), a paired-samples t-test with effect size, and criterion-mastery thresholds. The resulting model—the Local Wisdom Integration Model Based on Criterion-Referenced Assessment (IKL–PAP)—integrates Bima local wisdom (Ngaha Aina Ngoho, Maja Labo Dahu, karawi kaboju, and mbolo weki) into learning objectives, activities, materials, and CRA instruments through six components. Expert validation, practicality testing, and a single-school Grade V field trial indicated that the model was valid (mean Aiken’s V = 0.86) and practical (mean positive response = 89%), and demonstrated promising effectiveness during the field trial (N-gain = 0.61, moderate category; t(24) = 14.95, p < .001, Cohen’s d = 2.99), with at least 84% of students attaining the competency indicators across the knowledge, skills, and attitude domains. Because the trial used no comparison group, interpret effectiveness claims as preliminary. The model offers an instructional and assessment innovation for 3T elementary schools and supports a more contextual, meaningful, and competency-based implementation of the Merdeka Curriculum.

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