Peran Teknologi Digital Dalam Meningkatkan Literasi Membaca Cerita Rakyat Pada Siswa Sekolah Dasar

Abstract

This study aims to analyze the role of digital technology in enhancing reading literacy of folktales among elementary school students, with a particular focus on integrating local cultural values and 21st-century literacy skills. The phenomenon of low reading interest in Indonesia, especially at the elementary level, poses a major challenge that requires innovative, contextual, and engaging learning media. This study refers to both conceptual approaches and empirical findings from previous research, which highlight that the use of digital media such as interactive videos, e-books, animations, and folktale-based applications can significantly increase student engagement, broaden access to information, and strengthen the understanding of moral values and local wisdom. As cultural heritage, folktales hold great potential to reinforce cultural identity while simultaneously developing students’ critical literacy, vocabulary, and narrative comprehension. The findings indicate that digital technology facilitates the presentation of folktales in multimodal formats that are visually and auditorily more appealing, thereby fostering learning motivation and encouraging active student interaction. Integrating local culture into digital media also enables students to connect reading materials with their everyday experiences, in line with the principles of contextual learning. However, the implementation of this strategy faces challenges such as limited digital infrastructure, insufficient teacher training in utilizing technology-based media, and digital literacy disparities among students. Therefore, collaboration between educators, technology developers, and cultural practitioners is necessary to design adaptive, relevant, and inclusive learning media. This study affirms that digital technology, when properly integrated, functions not merely as a technical tool but also as a pedagogical strategy to cultivate a generation of learners who are knowledgeable, character-driven, and culturally rooted.