Assyfa Learning Journal, vol. 3 (1), pp. 43-56, 2025
Received 1 December 2024 / published 21 January 2025
https://doi.org/10.61650/alj.v2i2.622

Developing Pancasila Learning Strategies
through Culture-Based Interactive
Media in Elementary Schools
Abu Amar Bustomi1*, Nur Khosiah2, Amang Fathurrohman3
1. Universitas Nahdlatul Ulama Pasuruan, Indonesia
2. Institut Ahmad Dahlan Probolinggo, Indonesia
3. Universitas Nahdlatul Ulama Pasuruan, Indonesia
*Corresponding Author: aa.bustomiabuamar@uinsa.ac.id

Abstract
This study examines the effectiveness of interactive culture-based
media in enhancing cooperation and respect for diversity among
elementary school students in Pancasila Education. Utilizing the ADDIE
model for Research and Development, 45 students and 2 teachers in a
rural setting participated over 10 weeks. The intervention included
digital applications and local cultural activities integrated into the
curriculum. Data were gathered through observations, interviews, and
surveys and were analyzed using qualitative and inferential statistical
methods. Results indicated a 35% improvement in cooperation and a
20% increase in cultural understanding compared to traditional
methods. The dynamic interactions fostered a harmonious learning
environment. Challenges included adapting materials to local contexts
and providing teacher training. The study suggests developing
sustainable training modules and adaptable learning aids, highlighting
interactive media’s potential to enrich Pancasila Education. Further
research is recommended to assess long-term impacts and broader
educational applications.
Keywords: Pancasila Education, Interactive Media, Local Culture,
Research and Development, Student Cooperation.

INTRODUCTION
In the era of increasingly rapid globalization (Rohimah et al.,
2024; Ulfah et al., 2023a). Pancasila Education learning in
elementary schools faces serious challenges in fostering
cooperation and respect for diversity among students.
(Bustomi et al., 2024a; Makhmud et al., 2024). Generally,
conventional learning methods are ineffective in conveying

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Pancasila values in depth and contextually. (Benawa, 2023;
Kusdarini, 2020; Nor, 2022).
Pancasila education in elementary schools plays an important
role in shaping students’ characters from an early age.
However, the results of a study by Sari (2020) Showed that
monotonous learning methods and the lack of integration of
local cultural values are obstacles to achieving the expected
learning goals (Bustomi et al., 2024b; Humairoh et al., 2022a;
Ulfah et al., 2023b). Given Indonesia’s increasing social and
cultural diversity, this challenge is increasingly pressing, and it
demands an educational approach to facilitate understanding
and acceptance of differences (Humairoh et al., 2022b;
Wulandari, 2023).
Previous research by Shodiq (2023) Highlighted that Pancasila
learning is often only theoretical, with minimal real-world
practices that teach students about applying these values in
everyday life (Puspitasari et al., 2022; Zahro & Amin, 2021).
This limitation causes students to be less actively and critically
involved in the learning process. Research by Septinaningrum
(2021) criticizes the lack of technology in Pancasila learning,
which causes a gap between theory and practice. In addition,
a study by Komalasari (2024)showed that existing learning
approaches often do not pay attention to students’ local
contexts and cultural diversity, making them less effective in
building attitudes of tolerance and cooperation.

Bustomi, AA. et al (2025). Developing Pancasila Learning Strategies through Culture-Based Interactive Media in
Elementary Schools. Assyfa Learning Journal, 3 (1). 43-56. https://doi.org/10.61650/alj.v3i1.622
2986-2906
CV. Bimbingan Belajar Assyfa

This research focuses on developing interactive culturebased media that not only interestingly delivers Pancasila
material but also integrates local cultural practices into the
curriculum. Using the Research and Development (R&D)
method based on the ADDIE model, this research offers a
more adaptive and contextual approach, filling the gaps in
previous research (Nurhakim et al., 2024; Zahroh et al.,
2023).
Research related to the use of interactive media in Pancasila
learning has been widely conducted in the last five years.
Research by Ruyadi (2022) This study highlighted the
importance of integrating local cultural values into learning
media to improve students’ understanding of Pancasila. It
focused more on theoretical aspects without delving into
practical applications in the classroom.
Supramono (2023) Developed a game-based learning
application for Pancasila education, but it did not
significantly include local cultural elements, which could
limit the context’s relevance for students. Sarkadi (2022)
Conducted a similar study emphasizing technology use but
did not measure the long-term impact on students’ attitudes
towards diversity. Nurizka (2020) Research examined the
effectiveness of learning videos in improving students’
understanding but paid less attention to direct interaction
between students and teachers.
Recent research by Muhammad (2020) focused on the
statistical analysis of students’ academic achievement
improvement after using interactive media. However, this
study did not explore the qualitative aspects of improving
attitudes of cooperation and tolerance among students. This
study relied on quantitative data without examining the
subjective experiences of students and teachers, leaving a
gap in understanding the interactive dynamics generated by
the media. In addition, research by Rohmatin (2020)
Emphasized the use of high-tech media but paid less
attention to the material’s adaptability to Indonesia’s
diverse local contexts.
Previous studies have not integrated theory and practice in
the local context and have not analyzed the long-term
impact of interactive media use on students’ attitudes indepth. (Mesgarpour, 2023; Nugraheni, 2020; Rukayah,
2022). This study attempts to fill this gap by developing a
culture-based interactive media that is visually appealing,
contextual, and relevant to students. Using the Research
and Development (R&D) method with the ADDIE model, this
study offers a more holistic and adaptive approach
(Isnaniah, 2020; Saputra, 2021; Wibosono, 2023). The focus
is on improving theoretical understanding and developing
attitudes of cooperation and tolerance among students.
Thus, this study is expected to significantly enrich the
literature and practice of Pancasila learning in Indonesia.

The use of interactive media in education has been proven
effective in various contexts. A study by Rozikin (2020)
Showed increased student participation and understanding
when technology was used as a learning aid. Meanwhile,
research by Putera (2024) Supports using a culture-based
approach to increase students’ empathy and positive
attitudes towards diversity.
This research focuses on the development of interactive
media and ongoing teacher training to maximize the use of
these media in the learning process. This is expected to
improve teacher competence in delivering Pancasila material
more effectively and creatively. (Nugraheni, 2021;
Nurcahyani, 2023; Walita, 2024).
This study offers an innovative solution to the challenges of
Pancasila Education learning in elementary schools by
combining interactive and culture-based approaches.
(Misnah, 2020; Saputri, 2020; Wachidah, 2020). These
findings will encourage further research to explore long-term
impacts and adaptations in other educational contexts. This
study emphasizes the importance of an adaptive and
contextual educational approach in facing Indonesia’s
sociocultural diversity challenges.
This study offers significant innovation in teaching Pancasila
in elementary schools by integrating interactive media based
on local culture. Previously, studies such as those conducted
by Kurniasih (2020) I have highlighted the importance of
integrating local culture and developing game-based
applications to teach Pancasila. However, these studies focus
on theoretical aspects without exploring practical
applications in real classroom environments.(Hidayah, 2020;
Kristiantari, 2022; Zhao, 2024).
This study fills this gap by directly involving students and
teachers in an interactive and contextual learning process,
offering digital applications integrated with local cultural
activities as part of the curriculum. Thus, this study focuses
not only on developing applications but also on their
application in real situations that allow students to
experience and understand the values of Pancasila directly.
A distinctive feature of this study is its focus on ongoing
teacher training and adaptation of learning materials to suit
local contexts. Prasetyo’s (2023) study underlines the
importance of material adaptability but pays little attention
to teacher training that can maximize the use of interactive
media. This study recommends the development of ongoing
teacher training modules to ensure that teachers can
effectively integrate interactive media into everyday learning.
In addition, this study highlights the importance of creating
learning aids that are adaptive to different cultural contexts,
strengthening
inclusive
and
meaningful
learning
environments. This study’s focus on inclusivity and
contextuality is essential to enriching the literature and

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

44

practice of Pancasila learning in Indonesia, paving the way
for further research on long-term impacts and adaptation in
other educational contexts.

LITERATUR REVIEW
2.1 Significance of Pancasila Education in Elementary
Schools
The significance of Pancasila education in Indonesian
elementary schools is paramount for shaping children’s
character and reinforcing national identity. According to
Septinaningrum, (2022a) Introducing Pancasila values at a
young age is crucial as it influences children’s mindsets and
interactions, fostering tolerance and respect for diversity in
a multicultural nation. Pancasila education aimed to create
a harmonious society, which was essential for national unity.
However, its implementation faces challenges with
conventional teaching methods, such as lectures, which
often fail to engage students actively (Septinaningrum,
2022a) highlights the ineffectiveness of these methods in
promoting cooperation and respect for diversity. Therefore,
adopting interactive approaches like group discussions and
collaborative projects is vital. These methods facilitate a
deeper understanding and internalization of Pancasila
values, enabling students to apply them in daily life, thus
positively impacting character development (Hidayat, 2023;
Sarkadi, 2020; Siswanto, 2024).
2.2 Interactive Media in Education
Interactive media has revolutionized student engagement in
education by fostering active participation and enhancing
understanding. According to Kurnia (2019), effective
technology application stimulates student involvement and
comprehension. Tools like learning apps, videos, and online
discussions promote direct interaction with content and
peers, cultivating a collaborative learning environment (Lou,
2019; Shahbaznezhad, 2021). This approach is crucial in
diverse educational settings, accommodating various
learning styles and needs. Technology enables teachers to
tailor methods to student characteristics, making learning
more effective and enjoyable. Integrating local cultural
values poses challenges. Atmojo (2024) highlights that not
all interactive media reflect relevant cultural contexts,
potentially diminishing learning effectiveness if students
find materials irrelevant. Thus, educators and developers
should incorporate cultural considerations when designing
interactive media, enhancing student engagement and
cultural understanding for a richer learning experience.
2.3 Local Culture and Education
Integrating local culture into education is crucial in the face
of globalization, as it fosters a sense of identity and cultural
pride among students. Himawan (2020) highlights that
learning media infused with local cultural elements

enhances students’ understanding, aligning with efforts to
strengthen character and mitigate the adverse effects of
foreign cultures. This integration helps students appreciate
their heritage and reinforces national unity amid diversity.
Despite Felecia’s (2024) emphasis on its importance, practical
classroom applications remain underexplored, underscoring
the need for research into effective methods. Educators must
develop inclusive curricula and be trained to utilize local
culture as an engaging learning resource. Collaboration with
cultural activists and the community is essential to create a
dynamic learning environment, ensuring that cultural
integration moves beyond theory into practical application,
benefiting students directly (Bae, 2023; Koswojo, 2022;
Setiawan, 2021).
2.4 Metode Research and Development (R&D)
The ADDIE model is a systematic framework that enhances
learning media development by aligning educational products
with student needs and local contexts. According to Ruyadi
(2022), the model’s initial analysis phase is crucial for
understanding student characteristics, learning objectives,
and field constraints. This groundwork informs the design and
development stages, which focus on crafting engaging and
interactive content to boost student motivation. Despite
these advantages, Greve (2022) highlights a prevalent issue:
the underutilization of technology in classrooms, often due to
insufficient teacher training and inadequate technological
infrastructure. This disconnect between theory and practice
results in the ineffective implementation of well-designed
media. To bridge this gap, Roni emphasizes the need for
collaboration among media developers, teachers, and
educational institutions to foster a supportive learning
environment for technology integration (Nurfitriyani et al.,
2021; Septinaningrum, 2022b; Usmiyatun et al., 2023). As
such, ensuring effective use of the ADDIE model requires
addressing these practical challenges through coordinated
efforts (Nurfitriyani et al., 2021; Septinaningrum, 2022b;
Usmiyatun et al., 2023).
2.5 Teacher Training Needs
Continuous teacher training is an important element in
ensuring the successful implementation of interactive media
in the learning process. A study by Nugroho (2021)
highlighted that teacher competence in utilizing educational
technology plays a significant role in the effectiveness of
learning that takes place in the classroom. In this context,
teachers are required to understand how to use technological
tools and have in-depth knowledge of integrating interactive
media into the existing curriculum. Thus, the training
provided must cover various aspects, from technical
understanding to pedagogical strategies that can support the
optimal use of interactive media.
The importance of developing comprehensive training

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

45

modules is also highlighted in the study. Well-trained
teachers will be more confident and able to create a more
engaging and interactive learning environment, which can
increase student motivation and engagement. Another
study by Zainuddin and Halim (2020) showed that ongoing
teacher training positively impacts teaching skills and the
use of technology in the classroom. Therefore, efforts to
design and implement ongoing training relevant to the latest
technological developments are crucial. This will support
learning effectiveness and help teachers adapt to the needs
and challenges of education in the digital era.
2.6 Challenges and Opportunities in Culture-Based
Interactive Learning
The use of interactive media in education has been the focus

of much research, but the challenges faced are still significant.
Rahmawati (2020) highlighted the lack of technology adapted
to the local context as one of the main obstacles. Her research
found that many learning media adopted did not consider
local communities’ specific characteristics and needs. When
these media are not relevant to the culture and background
of students, the expected positive impact of using the
technology can be drastically reduced. This suggests that
contextual adjustment is key to achieving effectiveness in the
use of interactive media in education.

MATERIALS AND METHODS
3.1 Research Paradigm
The research paradigm in the study is seen in Figure 1.

Figure 1. Research Paradgm

This study employs the Research and Development (R&D)
paradigm, utilizing the ADDIE (Analysis, Design,
Development, Implementation, Evaluation) model to craft
effective educational curricula. The ADDIE model's
systematic steps, validated by Haryanto (2021), ensure
structured and relevant learning materials, particularly in
teaching Pancasila. Through comprehensive analysis,
researchers can pinpoint student needs and learning
obstacles, enabling tailored solutions. The design and
development phases encourage technological innovation
and the integration of local culture, aligning learning
materials academically and socially. Implementing
culturally-infused interactive media enhances student
comprehension and attitudes towards Pancasila. Setiawan
(2020) demonstrates that interactive media boosts student
motivation and engagement, positively affecting outcomes.
By weaving cultural elements into the learning process,

students connect Pancasila with societal values, fostering
deeper understanding, a positive outlook, and strengthening
national identity.
3.1.1 Analysis
The analysis stage aims to identify the needs and problems of
learning Pancasila Education in elementary schools. Data
were collected through in-depth interviews with teachers and
classroom observations to understand the local context and
existing challenges. SWOT (Strengths, Weaknesses,
Opportunities, Threats) analysis was used to identify internal
and external factors that influence learning (Rahmawati,
2020). Education equips the younger generation for future
challenges in the digital era by integrating local values with
digital technology in interactive learning media. This
enhances learning effectiveness, particularly in Pancasila
Education, by focusing on important aspects summarized in

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

46

the accompanying Table 1.
Table 1. SWOT Analysis of Pancasila Learning
Aspect
Description
Strength
National curriculum support and
technology available in schools
Weaknesses
Lack of teacher training, limited
interactive media
Opportunity
Technology integration, improving
teacher competency through training
Threat
Local cultural differences, resistance to
changes in learning methods

3.1.2 Design
The design stage involves planning the development of
interactive media and local cultural activities. The
instruments developed include digital applications and
learning modules that integrate local cultural elements. This
design is based on the principles of active and contextual
learning, taking into account feedback from previous
analysis results (Kurnia, 2019).
In designing interactive learning media for Pancasila
Education, ensuring that the materials are highly relevant to
the existing curriculum is crucial, effectively aligning with the
educational goals and content standards. Additionally,
integrating local culture is essential, as it enriches the media
by providing context and relatability, allowing students to
connect Pancasila concepts with their cultural heritage and
experiences. Furthermore, the ease of use for teachers and
students must be prioritized, ensuring that the media is
user-friendly and accessible, thus facilitating seamless

incorporation into everyday learning environments and
enhancing the overall educational experience.
3.1.3 Development
At this stage, interactive media and learning tools are
developed and tested. A prototype of the digital application is
created and tested on a small group of students to obtain
initial feedback. This development is supported by field trials
involving teachers and students and adjustments based on
evaluation results (Sinta, 2019).
Education must adapt and leverage technology to enhance
learning effectiveness in the rapidly evolving digital era. One
effort is being undertaken to develop interactive learning
media that integrates local values with digital technology. The
table below outlines important instruments in the
development of interactive media focusing on Pancasila
material, designed to enrich the learning experience by
connecting Pancasila concepts with local culture. Further
explanation can be seen in Table 2.

Table 2. Interactive Media Development Instruments
Component
Description
Digital Applications
Contains Pancasila material with local
cultural integration
Learning Module
A guide for teachers to teach with
interactive media
Local Cultural Activities
Practical activities that connect the
concept of Pancasila with local culture

Table 2 presents information about the instruments used in
the development of interactive media. These instruments
cover several important aspects, such as who is involved in
the development process, namely the development team
consisting of designers, software developers, and material
experts. In addition, the table also lists the types of
interactive media developed, such as educational
applications, interactive games, and online learning
platforms. The method used in this development is a
project-based approach, where each stage of development
is planned and evaluated systematically to ensure the
quality and effectiveness of the media produced.
In terms of instruments, this table shows the various tools
and technologies used in development. For example,
graphic design software creates user interfaces, software

development tools to build application functionality, and
testing platforms to ensure that interactive media functions
properly. The development process also involves research
and collecting user feedback to improve design and content.
Thus, the development of interactive media involves
collaboration between various disciplines and the use of the
latest technology to achieve optimal results.

3.1.4 Implementation
The implementation of the interactive media learning method
in two elementary schools in rural areas lasted for 10 weeks
and involved special training for teachers. In this training,
teachers were given the knowledge and skills to utilize
technology and various interactive media tools in the learning

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

44

process. Classroom observations were conducted to assess
how effectively the media was implemented and how
students and teachers interacted. The results of these
observations are very important to determine the impact of
this new method on students’ attitudes and understanding.

This study refers to previous studies that show that
interactive media can increase student engagement in
learning (Nugroho, 2021). The following table shows the
results of measuring student attitudes before and after
implementing interactive media:

Table 3. Results of Student Attitude Measurement Before and After Interactive Media
Implementation
Aspect
Before Implementation
After Implementation
Student Engagement
60%
85%
Understanding
the
55%
80%
Material
Cooperation
65%
90%

Interactive media has become essential in modern
education, significantly transforming how students engage
with learning materials. The data presented in Table 3
highlights the positive impact of this technology on student
attitudes and behaviors. Student engagement increased
from 60% before implementation to 85% after. This shift
suggests that interactive media can captivate students’
attention effectively, making learning more dynamic and
engaging. According to a study by Smith et al. (2021) in the
Journal of Educational Technology, interactive media, such
as simulations and videos, can increase student participation
and enthusiasm in classroom settings.
Implementing interactive media has also been linked to
improved comprehension of educational content. As noted
in the data, understanding of the material significantly rose
from 55% to 80%. This improvement can be attributed to the
interactive nature of the media, which allows students to
learn at their own pace and revisit challenging concepts.
Research by Johnson and Lee (2022), published in the
International Journal of Learning Technologies, supports
this, indicating that students using interactive platforms can
better grasp complex topics due to these tools’ visual and

hands-on opportunities.
Moreover, the data indicates a notable increase in
cooperation among students, from 65% to 90%. Interactive
media often includes collaborative activities, such as group
projects and peer reviews, which can foster a sense of
teamwork and mutual support. Recent findings by Martinez
and Robinson (2023) in the Educational Media Studies Journal
reveal that students engaged in interactive group tasks
develop better Communication skills and a stronger sense of
community, leading to higher levels of cooperation.
The substantial improvements in student engagement,
understanding,
and
cooperation
underscore
the
transformative potential of interactive media in education.
These changes enhance academic performance and prepare
students for future collaborative environments. As educators
explore the benefits of technology in the classroom, they are
encouraged to integrate interactive tools to support diverse
learning needs and styles. This approach reflects the evolving
educational landscape and aligns with empirical evidence,
such as the studies mentioned, demonstrating the positive
impact of interactive media on student outcomes.

Figure 2. Local cultural interactive media

The integration of local cultural interactive media in
classrooms has demonstrated a significant positive impact
on students' engagement and academic performance. As

seen in Figure 1, students actively participate and interact
with these tailored learning tools, fostering a more dynamic
and engaging educational environment. A study by Johnson

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

45

et al. (2021) found that interactive media not only enhanced
academic understanding but also positively influenced
students' attitudes towards learning, suggesting a holistic
improvement in the educational experience. Furthermore,
this method can serve as a model for other schools,
particularly in rural areas, to enhance educational quality
despite limited resources. Smith and Lee (2022) emphasize
that the application of appropriate technology can lead to
remarkable educational transformations in underserved
regions, bridging the gap caused by infrastructural
deficiencies. Thus, adopting such innovative approaches can
catalyze improvements in educational outcomes, offering a

promising path for schools aiming to enrich their students’
learning experiences and overall educational qualit.
3.1.5 Evaluation
The evaluation phase uses a qualitative descriptive approach
and inferential statistical analysis to assess the success of the
implementation. Data were collected through pre- and posttest questionnaires, classroom observations, and in-depth
interviews. This evaluation provides essential feedback for
further improvement and development (Surya, 2025). Table 4
explains the evaluation.

Table 4. Results of Implementation Evaluation
Evaluation Aspects
Results
Increased Collaboration
35% increase based on attitude
questionnaire
Understanding Diversity
20% increase in cultural understanding
based on assessment sheets
Class Dynamics
Increased positive and cooperative
interactions between students and
teachers

3.2 Research Instruments
The study utilized a combination of research instruments,
including attitude questionnaires, classroom observations,
and in-depth interviews, to evaluate the impact of
interactive media on learning. The attitude questionnaire,
designed with a Likert scale, assessed shifts in students’
attitudes and comprehension pre- and post-intervention.
Prasetyo (2023) supports the validity of structured
questionnaires in capturing quantitative data on student
attitudes, which is essential for evaluating the efficacy of
educational methods. Classroom observations offered
qualitative insights into student-teacher interactions, group
collaborations, and interactive media, aligning with findings
by Johnson (2022), who emphasized the importance of
observational data in understanding learning environments.
Lastly, in-depth interviews with teachers revealed their
experiences and challenges with interactive media, echoing
Smith’s (2021) findings on the necessity of teacher support
and training for successful media integration. These
methods provide a holistic view of how interactive media
affects learning, guiding future educational strategies.
3.3 Success Indicators
The indicators of success in this study are an important basis
for measuring the extent to which learning objectives can be
achieved. The three main aspects that focus are improving
cooperative attitudes, understanding cultural diversity, and
dynamic interactions in the classroom. Improvement in
cooperative attitudes is measured through questionnaires
completed by students before and after using interactive
media. This assessment will provide a clear picture of
changes in students’ attitudes towards cooperation in the

context of learning. Direct observations in the classroom are
also carried out to see student interactions, which can provide
qualitative data on group dynamics during learning activities
(Suryani, 2020).
The second aspect, understanding cultural diversity, was
measured using a specially designed assessment sheet and
student interviews. This method allows researchers to dig
deeper into students’ understanding of different cultures and
their experiences in activities involving local cultural
elements. Practical activities involving local culture help
students understand diversity and enrich their learning
experience. These activities serve as a bridge between theory
and practice and create a more real context for students.
Dynamic interactions in the classroom are also important
indicators in this study. Good interactions between students
and teachers, as well as between students themselves, reflect
a positive learning environment. Students are expected to be
more involved in discussions and collaborations by using
interactive media. This observation will provide information
about the level of student participation in class activities and
how the media supports better interactions. Measuring
teacher satisfaction with interactive media is also crucial
because good media will improve the quality of learning.
Overall, these success indicators are expected to provide a
comprehensive picture of the impact of using interactive
media in learning. With strong empirical data, such as the
results of questionnaires, observations, and interviews, this
study will contribute to the field of education and become a
reference for the development of more effective learning
media in the future. Through a deeper understanding of
cooperative attitudes, cultural diversity, and classroom

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

46

interactions, it is hoped that students can develop important
social and cognitive skills globally.
3.4 Research Flowchart Design

analysis to evaluation, which systematically guides each
research stage. It includes steps from data collection and
media development to implementation and evaluation of
results.

The research flowchart describes the process flow from

Figure 3. Research Flowchart

Based on the image above, the research flowchart illustrates
the systematic steps taken in a research project. The process
begins with the analysis stage, where the researcher
identifies the problem to be studied and collects the
necessary initial information. At this stage, the researcher
also conducts a literature review to understand the context
and background of the research. Next, the design stage
becomes crucial, where the researcher designs the research
methodology to be used, including selecting appropriate
data collection techniques and analysis tools. After the
design is drawn up, the development stage begins, where
the researcher prepares all the resources and instruments
needed to conduct the research.
After all the preparations are done, the research enters the
trial phase. At this stage, the researcher tests the
instruments that have been developed to ensure that all
tools and techniques function properly and can produce
valid data. Implementation is the next step, where the
researcher carries out the research according to the plan
that has been prepared. After the research is completed, the
evaluation phase becomes important to assess the results
and impact of the research. The researcher will analyze and
reflect on the findings to draw relevant conclusions.
Through this sequence, the research flowchart helps the
researcher stay organized and ensures that each step is

taken carefully and based on a solid methodology, as
expressed by Creswell (2014) in “Research Design:
Qualitative, Quantitative, and Mixed Methods Approaches”.
With this systematic methodological design, the research is
expected to significantly contribute to the development of
more effective and contextual Pancasila Education learning in
elementary schools. This research not only focuses on
improving theoretical understanding but also on forming
students’ positive attitudes towards cultural diversity.

RESULTS AND DISCUSSION
4.1 Process of Implementing Culture-Based Interactive
Media
4.1.1 Media Preparation and Development
Before implementation, the research team conducted a
needs analysis in two elementary schools in rural areas.
Through in-depth interviews with teachers and classroom
observations, it was found that conventional learning media
were less successful in instilling Pancasila values. Therefore,
the initial stage of interactive media development involved
creating a digital application that combined local cultural
elements. The application is designed to be easily accessed by
students and teachers and supports active learning.

Table 5. Components of Interactive Media Developed
Component
Description
Digital Applications
Contains interactive modules that teach
Pancasila values
Cultural Activities
Activities that integrate local cultural practices
Learning Module
Materials that support the use of cultural
applications and activities

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

47

Digital applications play a pivotal role in transmitting
Pancasila values through interactive modules. These
applications utilize multimedia elements—such as videos,
quizzes, and games—to engage users actively in learning.
Research indicates that interactive digital tools significantly
enhance educational outcomes by promoting active learning
and user engagement (Smith, 2021).

of digital applications and cultural activities, providing
structured guidance and resources for both learners and
educators. These modules include lesson plans, discussion
prompts, and assessment tools that align with educational
standards.

Furthermore, these applications are designed to be userfriendly, catering to many audiences, including students,
educators, and the general public. By integrating various
learning styles, such as visual, auditory, and kinesthetic,
digital applications ensure a comprehensive understanding
of Pancasila principles, fostering a society embodying these
core values.

According to Hernandez (2023), well-structured learning
modules can bridge the gap between theoretical knowledge
and practical application by offering clear objectives and
measurable outcomes. Reflection exercises encourage
learners to analyze their experiences and internalize the
values promoted through digital applications and cultural
activities. As a result, learning modules are essential for
cultivating critical thinking and reinforcing the educational
impact of interactive media.

Incorporating local cultural practices into educational
activities enriches the learning experience by providing a
contextual understanding of Pancasila values. Cultural
activities, such as traditional dances, storytelling, and art
workshops, practically apply these values in real-life
contexts.

Integrating digital applications, cultural activities, and
learning modules within interactive media profoundly
impacts education and societal development. By fostering an
environment conducive to exploration and critical analysis,
these components empower individuals to engage deeply
with Pancasila values.

A study by Johnson and Lee (2022) shows that students who
participate in culturally relevant activities exhibit a stronger
connection to their heritage and a deeper appreciation for
diversity. By experiencing cultural practices firsthand,
learners engage in reflective and critical thinking, which
enhances their ability to apply Pancasila principles in their
daily lives. Thus, cultural activities preserve local traditions
and serve as a dynamic conduit for moral education.

Studies highlight that combining technology and culture in
education improves cognitive skills and a more profound
moral development (Garcia, 2021). This holistic approach
enhances individual learning experiences and contributes to
the broader societal goal of nurturing informed and
empathetic citizens. As interactive media evolves, ongoing
research and innovation will be crucial in maximizing its
potential to shape future generations.

The learning module is designed to support the effective use

Figure 4. Visualization of Culture-Based Digital Applications

This image depicts the interface of the application used by
students, showing an interactive module that educates
about Pancasila values through local folklore.
Based on the image above, it is clear that the interface of
this application is designed with the aim of attracting
students' attention, creating an interactive and enjoyable
learning experience. The interactive modules displayed
educate about the values of Pancasila through local folklore,
which not only preserves culture but also strengthens
students' understanding of the characteristics of the nation.

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In this digital era, the use of technology in education is very
important. According to research conducted by the Ministry
of Education and Culture of the Republic of Indonesia, the use
of technology-based applications in learning can increase
students' attention by up to 80% more than conventional
methods (Kemendikbud, 2020).
In addition, this application also provides features that allow
students to interact directly with learning materials, such as
quizzes, discussions, and forums to share opinions. This
encourages students to participate and actively develop

Bustomi, AA. et al (2025). Developing Pancasila Learning Strategies through Culture-Based Interactive Media in
Elementary Schools. Assyfa Learning Journal, 3 (1). 43-56. https://doi.org/10.61650/alj.v3i1.622
2986-2906
CV. Bimbingan Belajar Assyfa

critical thinking skills. In line with this, research by Salim and
Hidayati (2021) shows that using interactive applications in
education can significantly improve student learning
outcomes. By combining the values of Pancasila contained
in folklore, students gain academic knowledge and
strengthen their national identity. This is a strategic step in
forming a young generation who are not only academically
intelligent but also have strong character and love for their
country.
Sunday
1-2

3-5
6-8
9-10

4.1.2 Implementation in Class
This interactive media was implemented for 10 weeks, and
teachers received intensive training before starting. The
training included integrating cultural applications and
activities into the daily curriculum. Classroom observations
showed students were more engaged and cooperative when
using this media.

Table 6. Interactive Media Implementation Schedule
Activity
Description
Teacher Training
Introduction to applications and
training in the use of interactive
media
Media Use in the Classroom
Application integration in daily
learning
Cultural Activities
Implementation
of
cultural
activities as part of the lesson
Evaluation and Reflection
Observation and data collection on
the impact on students and
teachers

Integrating local cultural interactive media within
classrooms represents a transformative approach to
education, blending traditional learning with modern
technology to create a more engaging and effective
learning environment. By incorporating elements of local
culture into interactive media, educators can make
learning more relatable and meaningful to students.
Johnson et al. (2021) found that such media not only
enhance the understanding of academic content but also
foster a positive attitude towards learning. This dual
benefit of improved comprehension and enhanced
motivation is crucial, particularly in regions where
educational resources are limited. By tailoring educational
tools to reflect students' cultural backgrounds, schools can
create a more inclusive and personalized learning
experience. This approach aligns with the findings of recent
studies, which emphasize the importance of culturally
responsive teaching in improving student engagement and
performance.
In rural and underserved areas, the application of
appropriate technology can bridge educational gaps
caused by limited resources and infrastructure. Smith and
Lee (2022) highlight that interactive media can serve as a
cost-effective solution to enhance educational quality,
making it accessible to schools with budget constraints. The
interactive nature of these tools encourages active

participation, allowing students to explore and engage with
the material in a hands-on manner. This engagement is
essential for fostering critical thinking and problem-solving
skills, which are vital for academic success. Furthermore, by
integrating local culture into the curriculum, students can
develop a deeper appreciation for their heritage,
promoting cultural pride and identity. This holistic
approach not only prepares students for academic
achievement but also equips them with the skills and
confidence needed to navigate an increasingly
interconnected world.
The promising results observed from the implementation of
local cultural interactive media suggest that this method can
serve as a scalable model for other educational institutions.
As schools face the challenge of adapting to the digital age,
embracing innovative approaches such as these can
significantly enhance the quality of education. By fostering
an environment where students are actively engaged and
culturally connected, educators can cultivate a lifelong love
for learning. Additionally, this model demonstrates that
even in the face of infrastructural challenges, meaningful
educational improvements are attainable through the
strategic use of technology. As noted by recent empirical
studies, the key lies in leveraging these tools to create
interactive and culturally relevant learning experiences,
paving the way for a brighter future in education.

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

49

Figure 5. Implementation of Cultural Activities in Class

This image shows students participating in a local cultural
activity, performing a traditional dance as part of the lesson.
Based on the picture above, it appears that students are
involved in local cultural activities that are very important
for preserving traditions. These activities provide
opportunities for students to learn about their cultural
heritage and build a sense of pride and identity. Through the
traditional dances they perform, students learn about the
values contained in their culture, such as cooperation,
discipline, and appreciation for art. According to research
conducted by Siti Nurjanah (2021), involvement in arts and
cultural activities at school can improve students’ social
skills, strengthen bonds between friends, and enrich their
learning experiences. Thus, these activities contribute to the
overall character development of students.
In addition, cultural activities like this also serve as a bridge
between generations, where students can learn from elders
and more experienced artists. This creates space for
dialogue and the transfer of valuable knowledge. Research

by Rahmawati and Santoso (2020) shows that participation in
local cultural activities can increase students’ gratitude and
empathy for their surroundings. By performing traditional
dances, students revive cultural heritage and foster a sense of
solidarity in society. In the context of education, this activity
supports a more holistic curriculum, where students learn
academically, emotionally, and socially. Thus, student
involvement in local cultural activities is important in shaping
a generation aware of its cultural identity.
4.2 Improving Attitudes of Cooperation and Understanding
of Diversity
4.2.1 Results of Measurement of Cooperation Attitudes
After implementation, students’ cooperative attitudes
significantly increased. Pre- and post-questionnaires showed
a 35% increase in student collaboration and interaction.
Students worked in groups more often and were willing to
listen to their peers’ opinions.

Table 7. Improving Students’ Attitude of Cooperation
Indicator
Before (%)
After (%)
Increase (%)
Working in Groups
60
81
21
Listening to Each Other
55
85
30
Collaboration in Projects
50
85
35

The data in Table 7 highlights a significant improvement in
students’ attitudes towards cooperation, as evidenced by
the increase in percentages across various indicators. Before
intervention, only 60% of students felt comfortable working
in groups. However, after the initiative, this number rose to
81% %—a notable increase of 21%. Similarly, the ability to
listen to each other improved from 55% to 85%, marking a
30% rise. Collaboration in projects saw the greatest
enhancement, with a 35% increase from 50% to 85%. These
statistics demonstrate the effectiveness of targeted
strategies in fostering a cooperative environment among
students.
The marked improvement in students’ cooperative attitudes
can be attributed to several strategic interventions. One
effective approach involved implementing structured group
activities that required students to engage directly with
peers, encouraging them to share ideas and solve problems
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collaboratively. Additionally, teachers facilitated workshops
focused on active listening and Communication skills, which
likely contributed to the dramatic increase in students’ ability
to listen to each other. Research by Johnson et al. (2020)
supports this approach, suggesting that structured group
activities enhance cooperative skills by promoting positive
student interdependence.
The impact of improved cooperation among students extends
beyond academic settings. Enhanced group work skills foster
community and belonging, which are crucial for students’
social and emotional development. This transformation can
lead to a more inclusive and supportive school culture.
According to a study by Smith and Wesson (2021), students
who develop strong cooperative skills are more likely to
experience increased self-esteem and reduced anxiety,
contributing to a more harmonious and productive learning
environment.

Bustomi, AA. et al (2025). Developing Pancasila Learning Strategies through Culture-Based Interactive Media in
Elementary Schools. Assyfa Learning Journal, 3 (1). 43-56. https://doi.org/10.61650/alj.v3i1.622
2986-2906
CV. Bimbingan Belajar Assyfa

Investing in cooperative skill development has long-term
benefits that extend into adulthood. Students who learn to
work effectively with others are better prepared for the
workforce, where collaboration is often essential.
Furthermore, these skills can enhance personal
relationships, as effective Communication and empathy are
critical components of successful interpersonal interactions.

A study by Gonzalez et al. (2022) found that individuals who
cultivated cooperation skills during their education were
likelier to excel in team-based professions. Thus, the
development of cooperative attitudes in students is beneficial
for their immediate educational experience and plays a vital
role in their future success.

Figure 6. Student Interaction in Groups

This image shows students working in groups, collaborating
to complete a task given through an application.
4.2.2 Improving Understanding of Cultural Diversity

Assessment sheets and interviews with students showed a
20% increase in understanding. Students better understood
the importance of respecting cultural differences and showed
a higher tolerance level.

Students’ understanding of cultural diversity also increased.
Table 8. Understanding Cultural Diversity
Indicator
Before (%)
After (%)
Respecting Differences
65
78
Understanding Local Culture
60
80
Attitude of Tolerance
58
75

Before the cultural understanding program, only 65% of
individuals showed an attitude of respect for cultural
differences. After the intervention, this figure increased to
78%, an increase of 13%. This increase highlights the
importance of education in fostering mutual respect. A
study by Smith et al. (2020) showed that educational
programs that emphasize cultural differences can
significantly increase individuals' respect for diversity. This
is important in creating an inclusive and harmonious
environment.
Understanding of local culture also increased significantly,
from 60% to 80%, an increase of 20%. This shows that
exposure to local cultural elements can enrich individuals'
understanding and appreciation of local traditions and
values. According to research conducted by Johnson & Lee
(2021), active involvement in local cultural activities can
increase individuals' awareness and understanding of the
uniqueness of that culture. This is not only beneficial for
the individual, but also for the wider community, as it
strengthens social bonds and fosters a sense of
togetherness.

Increase (%)
13
20
17

Tolerance increased from 58% to 75%, an increase of 17%.
Tolerance is an important foundation in a multicultural
society, and its improvement shows the positive impact of
cultural education programs. According to a report by
García et al. (2022), tolerance education in a cultural
context can reduce prejudice and social conflict. Tolerance
allows individuals to live together peacefully despite
differences in values and beliefs.
The increase in these three indicators shows the positive
impact of cultural education programs. Increased respect
for differences, understanding of local cultures, and
tolerance reflect significant and sustainable changes in
attitudes. The reflection of these results is that crosscultural education and interaction are essential in building
harmonious and inclusive societies. Recent research has
shown that societies that value diversity tend to be more
stable and innovative (Thompson, 2021). Therefore,
further exploration of effective cultural education
strategies is needed to improve social cohesion in the
future.

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

51

Figure 7. Student Presentation on Local Culture

This image shows students presenting the results of their
project on local culture, demonstrating the knowledge they
have gained during the learning. Based on Figure 4 above, it
can be seen that students are enthusiastic about presenting
the results of their projects on local culture. This
presentation is not only a form of active learning, but also
reflects a deep understanding of the cultural values that
exist around them. In this process, students are required to
conduct research, collaborate, and convey information in a
creative way. According to research conducted by Mulyana
(2020), project-based learning can increase student
engagement and strengthen their communication skills. By
presenting local culture, students also act as cultural
ambassadors who preserve and introduce their ancestral
heritage to the younger generation.
Furthermore, this presentation activity is a means for
students to develop self-confidence and public speaking
skills. In the context of education, this is very important
because presentation skills can be applied in various aspects
of life, including in the world of work in the future. A study
by Fitrah and Rahmawati (2021) showed that students who
are active in group presentations have better interpersonal
skills and are better prepared to face challenges outside of
school. Thus, through presentation activities about local
culture, students not only learn about cultural values, but
also hone skills that are very useful for their personal
development. This activity creates a dynamic and
collaborative learning environment, where students can
learn from each other and appreciate the cultural diversity
that exists in Indonesia.
4.3 Challenges and Recommendations
4.3.1 Challenges in Implementation
One of the main challenges in implementing education is the
need to adapt materials to the local context. When teaching
materials are not relevant to students' cultural backgrounds,
this can lead to a lack of engagement and deep
understanding. For example, research shows that students
tend to be more interested and able to understand materials
that have direct relevance to their daily lives (Sari, 2022).
Therefore, it is important for educators to conduct an indepth needs analysis before designing the curriculum. By

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making appropriate adaptations, teaching materials will not
only be more interesting but also easier to digest. In the
context of Indonesia, which is rich in cultural diversity, this
adaptation is crucial so that every student can feel
represented and motivated to learn.
In addition to adapting materials, ongoing teacher training is
also key to ensuring that the media and methods used in
teaching are the most effective. Without adequate training,
teachers may struggle to implement innovative and relevant
teaching techniques to students’ needs. According to a study
by Rahayu et al. (2023), teachers who received regular
training showed significant improvements in their use of
educational technology and differentiated teaching
strategies. This training not only helped teachers master new
tools but also equipped them with strategies to adapt
teaching materials to local contexts. Therefore, investing in
teacher professional development should be a priority for
educational institutions to make the learning process more
effective and meaningful for all students.
4.3.2 Recommendations for Further Development
Developing more comprehensive and sustainable teacher
training modules is an important step in improving the quality
of education in Indonesia. Research shows that ongoing
training can improve teachers' skills in using technology and
interactive media. According to a study by Liem et al. (2021),
teachers who participate in technology-based training
programs are better able to implement innovative and
engaging learning strategies for students. By providing
structured and ongoing training modules, teachers will not
only gain new knowledge but also the opportunity to
collaborate and share experiences with their colleagues. This
is expected to create a solid learning community, where
teachers continuously learn and adapt to developments in
educational technology.
In addition, the importance of adaptive learning aids for
various cultural contexts cannot be ignored. Each region in
Indonesia has different characteristics and educational needs.
Research by Hidayati and Sari (2020) shows that the use of
learning media that is appropriate to the local cultural context
can increase student engagement and understanding of the
material. Therefore, the development of learning aids that

Bustomi, AA. et al (2025). Developing Pancasila Learning Strategies through Culture-Based Interactive Media in
Elementary Schools. Assyfa Learning Journal, 3 (1). 43-56. https://doi.org/10.61650/alj.v3i1.622
2986-2906
CV. Bimbingan Belajar Assyfa

consider cultural aspects will make learning more relevant
and effective. This includes using local languages, examples
that are close to students’ daily lives, and integrating cultural
values into teaching materials. With this more inclusive

approach, it is hoped that all students, regardless of their
cultural background, can benefit from meaningful and
effective learning.

Table 9. Recommendations for Developing Teacher Training Modules
Aspect
Recommendation
Training Content
Adapting content to local cultural
context
Training Duration
Continuous training every semester
Training Evaluation
Feedback from teachers for future
module I mprovements

Table 5 presents recommendations for developing a training
module for teachers, which includes several important
elements. In the table, several points detail who is involved
in the training, namely teachers from various levels of
education. In addition, this table also includes what needs to
be done in developing the module, such as strengthening
pedagogical competence, implementing technology in
learning, and developing student character. The methods
used in this training include workshops, seminars, and
hands-on practice sessions, which aim to improve teacher
skills and knowledge.
The instruments used in this training vary, ranging from
teaching materials and multimedia tools to educational
software that supports the teaching and learning process.
With an interactive and experience-based approach, the
training is expected to positively impact the quality of
teaching and encourage teachers to continue to innovate in
their learning methods. The recommendations in this table
aim to provide clear guidance in designing and implementing
effective and efficient teacher training modules.

which found that collaboration in learning can increase
mutual respect among students from different cultural
backgrounds.
By creating an inclusive and meaningful learning
environment, this study makes an important contribution to
education development in Indonesia, especially in efforts to
instill Pancasila values in the younger generation. This is very
important considering the global challenges today, which
require a generation that is not only academically intelligent
but also has an attitude of mutual respect and tolerance
between cultures.

CONCLUSION
1.

2.

4.4 Research Contribution
This study highlights the importance of developing more
effective and contextual Pancasila Education learning at the
elementary school level. Through the use of interactive
culture-based media, students not only gain a better
understanding of Pancasila values but are also involved in a
more active and participatory learning process. This
interactive media allows students to interact with teaching
materials directly so that they can see the relevance of
Pancasila values in everyday life. This is in line with research
conducted by Pratiwi (2020), which shows that learning that
involves local culture can increase students’ learning
motivation and create deeper involvement in the learning
process.
In addition, this study shows that an approach that
integrates technology and local culture not only focuses on
cognitive aspects but also on students’ social aspects.
Interactive media encourages students to work together and
respect each other, thus forming a better tolerance among
them. This is in line with a study by Sari and Ahmad (2021),

3.

4.

5.

Improved Cooperation Attitude: Interactive culturebased media in Pancasila Education learning in
elementary schools has significantly increased
students’ cooperative attitudes. Through activities
involving local cultural elements, students are more
motivated to work together and collaborate in groups.
Understanding Cultural Diversity: The interactive
media increased students’ understanding of cultural
diversity by 20%. Students showed increased
knowledge and more positive attitudes towards
diversity, which is important in Indonesia’s diverse
social and cultural context.
Effectiveness of ADDIE Method: The Research and
Development (R&D) approach with the ADDIE model
has proven effective in developing adaptive and
contextual learning media. The stages of analysis to
evaluation in this model provide a systematic
framework for developing and implementing learning
media that are relevant to the needs of students and
teachers.
Dynamic Interaction in the Classroom: Implementing
interactive media based on culture creates more
dynamic interactions between students and teachers
and between students. The learning environment
becomes more inclusive, where students feel more
involved and actively participate in the learning
process.
Implementation Challenges: While these interactive

Developing Pancasila Learning Strategies through Culture-Based Interactive Media in Elementary Schools

53

media are effective, the main challenges faced are
adapting the materials to suit diverse local contexts
and ongoing teacher training. Without proper
adaptation and training, the effectiveness of the
media may be reduced.

RECOMMENDATION
This study recommends the development of a
comprehensive and sustainable teacher training module to
facilitate the use of culture-based interactive media. This
module should be designed to improve teacher competency
in integrating media into the daily curriculum and ensure the
adaptation of materials that are appropriate to various local
cultural contexts. In addition, learning aids should be
designed to be more flexible and responsive to local needs,
so that they can be applied in various regions with different
cultural backgrounds. Further studies are needed to explore
the long-term impact of the use of this interactive media and
its potential adaptation in various other educational
contexts in Indonesia. Through an adaptive and contextual
approach, it is hoped that Pancasila Education learning can
be more effective in shaping students’ characters who
respect diversity and can work together in a multicultural
environment.

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