Interactive Local-Cultural Media as Meaningful Learning for Young

Children: A Contextual Strategy Times Enhance Social Competence

Siti Fadillah

, Elindra Yetti

and Ade Dwi Utami

Department of Early Childhood Education, Universitas Negeri Jakarta, Jakarta, Indonesia

Faculty of Languages and Arts, Universitas Negeri Jakarta, Indonesia

Faculty of Education, Universitas Negeri Jakarta, Indonesia

Keywords: Social Skills, Interactive Media, Digital, Local Culture, Malay Culture, Contextual Teaching and Learning,

Meaningful Learning, Early Chilhood Education (ECE).

Abstract: This study aims to develop and implement interactive media based on local culture as a meaningful contextual

learning strategy in improving the social skills of early childhood. This digital interactive media is designed

by integrating elements of Malay culture, namely folklore, pantun, regional songs, Malay cultural symbols,

and traditional games into an interactive digital application that is appropriate to the characteristics of child

development. The method used is a quasi-experimental design with a nonequivalent control group design.

The population is all children aged 5-6 years in PAUD institutions in Pekanbaru city. The research sample

was determined using a purposive sampling technique consisting of 60 children from three Early Chilhood

Education in Pekanbaru City, namely Duta Raudha Center Kindergarten, Ihsan Kids Kindergarten, and Asy

Syams Islamic Kindergarten. The sample was divided into two groups, namely an experimental class of 30

children and a control class of 30 children. The results of this study indicate that there is a significant increase

in children's social skills after using interactive media based on Malay culture. In the experimental class, there

was an average increase in social skills of 37.5%, while the control class that followed conventional learning

only showed an increase of 12.8%. This difference demonstrates the effectiveness of contextual learning

media based on local culture in supporting the social development of early childhood. This study recommends

the importance of using media containing local cultural values as part of a learning strategy that is enjoyable,

meaningful, and relevant to children's daily lives.

1 INTRODUCTION

Early childhood is a period marked by an increasing

need for social interaction with peers and adults,

where children begin to explore and express

emotions, develop empathy, and internalize social

norms and behaviors (Frydman & Mayor, 2024).

Social interaction is closely related to social skills of

preschool children (Kochenderfer & Thibault, 2022).

According to UNESCO (2022), social skills in early

childhood include the ability to establish positive

relationships, show empathy, communicate

effectively, cooperate, and resolve conflicts

peacefully. These skills are part of social and

emotional learning (Social and Emotional (SEL) is

crucial for supporting a child's holistic development

https://orcid.org/0009-0003-3848-7483

https://orcid.org/0000-0002-3232-5438

https://orcid.org/0000-0003-3774-9181

from an early age. Social skills are a fundamental goal

that significantly impacts a child's long-term well-

being and academic success. Social skills encompass

a child's ability to interact positively with peers and

adults, manage emotions, collaborate, and

communicate effectively (O’Grady & Nag, 2024).

Social skill play role Which very important in child

development, both in the context of family, school,

and interaction social child in time front (Chau,

2022). Low social skills during the school years have

been strongly associated with antisocial behavior

(Dodge et al, 1982). Antisocial behavior is greatly

influenced by factor environment Where child

interact (Moore & Allen, 2024).

The results of previous research that done by

Loukatari et al, (2019) in Greece showed that the

Fadillah, S., Yetti, E. and Utami, A. D.

Interactive Local-Cultural Media as Meaningful Learning for Young Children: A Contextual Strategy to Enhance Social Competence.

DOI: 10.5220/0014070500004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 119-125

ISBN: 978-989-758-788-7; ISSN: 3051-7702

119

learning program base play Which structured can

increase skills social on children in park children.

Study Khusnidakhon (2021) shows that the role of

preschool teachers must have knowledge Which

Good about psychology, theories Study And

development child, principle learning age early and

its implementation effective, understand need

individual child, as well as understand context culture

during process Study teach will help children in

develop social skills. Teachers should have the right

strategies to improve children's social skills by

creating meaningful learning processes that integrate

social and emotional learning into daily routines

(Khayankij, 2024). Meaningful learning processes

can be implemented using a contextual model.

teaching and learning or contextual learning. The

contextual learning model is defined as a system that

connects academic content with students' real-life

contexts (Johnson, 2014).

Research shows that contextual learning

strategies, which link learning materials to children's

daily lives and local culture, significantly improve

their learning engagement and socio-emotional

development (Lee & Kim, 2022). Furthermore,

advances in digital technology have transformed the

way educational media is designed and used in early

childhood education settings. Interactive digital

media, when developed appropriately and

developmentally appropriate, can encourage

exploration, communication, and collaboration, and

serve as powerful learning tools for children's social

and cultural development (Neumann & Chen, 2022).

In particular, integrating local cultural content into

digital media offers an innovative approach to

creating meaningful learning environments. This

approach aligns with Vygotsky's sociocultural theory,

which emphasizes the importance of social

interactions and cultural tools in shaping children's

cognitive and emotional development (Vygotsky,

1978). Folktales, rhymes, regional songs, traditional

games, and cultural symbols serve as mediating tools

in the learning process, enabling children to

internalize social values and norms appropriate to

their cultural context.

Zhu et al (2023) found that diversity in

development of children's social skills in two

countries, namely China and Japan done using

specific cultural strategies. Li & Wong (2021) in his

research find that traditional Chinese games and folk

tales successfully improve preschoolers' social skills

in terms of collaboration and communication skills

among children. Jung et al (2014) found that there

was a positive influence of arts education programs.

And culture to subtraction behavior externalization

and internalization and improving social skills in

children. McLaughlin et al (2017) study about How

strategy Teacher in New Zealand New considering

cultural context in designing effective learning

strategies to support the development of children's

social skills. Culture plays a key role in shaping the

social skills of early childhood in various countries

through a multicultural education approach (Yang et

al, 2023). Children who are not exposed to diverse

cultures will have difficulty understanding and

appreciating differences, which can affect the

development of their social skills (Yang et al, 2023).

However, current early childhood education practices

still largely ignore the potential of local culture and

digital interactivity. The learning media used are

generally general and less culturally relevant, and

tend to be passive in the form of information

consumption, rather than active participation. Allee-

Herndon et al. (2023) noted that culturally responsive

digital content is still rarely used in early childhood

learning environments, especially in developing

countries. Furthermore, there are still limited

experimental studies empirically testing the

effectiveness of local culture-based digital media in

improving children's social competence, particularly

in Malay cultural areas.

To address this gap, this study aims to develop

and implement a local culture-based interactive

digital media that integrates key elements of Malay

culture —such as folktales, pantuns, regional songs,

cultural symbols, and traditional games—into

contextual learning strategies for early childhood.

This study uses a quasi -experimental design to

evaluate the media's effectiveness in improving the

social skills of 5–6-year-old children in early

childhood education institutions in Pekanbaru City,

Indonesia. The findings of this study are expected to

provide theoretical contributions to the fields of

digital pedagogy and cultural education, as well as

provide practical insights for educators and

policymakers in designing inclusive, interactive, and

contextual early childhood learning environments.

2 METHOD

This study used a quantitative approach with a quasi-

experimental non-equivalent control group design.

This design was chosen because the researchers did

not randomize the study subjects, but instead

compared learning outcomes between the

experimental group receiving treatment and the

control group receiving no treatment (Creswell &

ICECE 2025 - The International Conference on Early Childhood Education

120

Creswell, 2018). This design is considered

appropriate for testing the effectiveness of a learning

model in early childhood education settings, where

class randomization is difficult due to ethical and

administrative considerations. The research design

schematic can be described as Group Pretest

Treatment Posttest, Experimental O₁ Contextual

learning based on Malay culture O₂, Control O₁

Conventional learning O₂.

The population of this study was all children aged

5–6 years enrolled in Group B of Kindergarten in

Pekanbaru City. This age group was selected based

on the social development characteristics of

preschool children, who are at the stage of intensive

social skills initiation (Santrock, 2021). The research

sample was determined using a purposive sampling

technique based on the following criteria: (1) the

school had a sufficient number of students to form

two equal groups, (2) teachers were willing to

collaborate in implementing the learning model, and

(3) the students were predominantly Malay culturally.

Based on these criteria, a total of 60 children were

selected, divided into two groups: 30 in the

experimental group and 30 in the control group.

The research was conducted at three early

childhood education institutions with similar

characteristics in Pekanbaru City: Duta Raudha

Center Kindergarten, Ihsan Kids Kindergarten, and

Asy Syams Islamic Kindergarten. These three

schools were selected to allow for consistent

treatment implementation in the experimental group,

while the control group continued with conventional

learning. The research lasted three months, from

February to April 2025, encompassing instrument

preparation, treatment implementation, and posttest

data collection.

The research procedure consisted of three stages:

1. Preparation Stage

Developing a social skills observation

instrument, validating the instrument

through expert judgment, and conducting a

limited trial in a small group.

2. Implementation Stage

Administering a pretest to measure early

social skills in both groups, providing

Malay culture-based contextual learning

treatment to the experimental group for six

sessions, and maintaining conventional

learning in the control group.

3. Evaluation Stage

Administering a posttest, analyzing

differences in pretest and posttest scores,

and comparing the results between the

experimental and control groups.

The instrument used was an early childhood

social skills observation sheet, developed based on

indicators recommended by the National Association

for the Education of Young Children (NAEYC, 2020)

and adapted to the Malay cultural context. This

instrument covers the dimensions of the ability to

interact, cooperate, obey rules, and manage emotions.

Content validity was obtained through expert

judgment, while instrument reliability was tested

using Cronbach's Alpha coefficient. Data were

analyzed using paired sample t-tests to examine

differences in pretest and posttest scores within each

group, and independent sample t-tests to compare

differences in improvement between the

experimental and control groups. Normality and

homogeneity assumptions were tested prior to

analysis to ensure the validity of the parametric tests

(Field, 2018). The analysis was conducted using

SPSS version 26 software.

3 RESULT AND DISSCUSION

3.1 Research Finding

The integration of interactive media embedded with

local Malay cultural content in early childhood

learning environments resulted in a marked

improvement in children’s social competence.

Statistical analysis revealed that the experimental

group exhibited a substantial increase in post-test

performance (M = 86.25, SD = 4.12) relative to the

control group (M = 74.80, SD = 5.03), with the

difference reaching statistical significance (p < 0.05).

The most pronounced gains were observed in the

domains of cooperation, empathy, and verbal

communication.

The analysis results showed that the experimental

group experienced a significant increase in social

skills scores after participating in the Malay culture-

based contextual learning intervention. The average

pretest score in the experimental group was 72.48%,

while the average posttest score increased to 86.25%.

This difference in increase of 13.77% points was

tested using a paired sample t-test and produced a t

value = 9.462 with a p-value of 0.000 (p < 0.05),

indicating a statistically significant difference. This

increase indicates that the applied learning model has

high effectiveness in improving children's social

skills. Qualitative observations corroborated the

quantitative findings. Children in the experimental

group actively participated in collaborative activities,

including traditional games such as congkak, gasing,

Interactive Local-Cultural Media as Meaningful Learning for Young Children: A Contextual Strategy to Enhance Social Competence

121

and pantun-based quizzes. These activities fostered

turn-taking, material sharing, and collective problem-

solving. Teachers further noted that culturally aligned

content created a familiar and emotionally secure

environment, encouraging greater self-expression

and peer interaction.

3.2 Interpretation of Results

The results of this study indicate that the

implementation of Malay cultural elements in

interactive digital media resulted in significant

improvements in the social skills of early childhood.

This significant improvement was evident from the

post-test results observed in the experimental group,

particularly in indicators of cooperation, empathy,

and communication, indicating that culturally

adapted content served as a meaningful mediation

tool, motivating participation and building peer

interaction. This interpretation is consistent with

contemporary conceptualizations of culturally

responsive pedagogy, which emphasizes the

reciprocal relationship between students'

sociocultural backgrounds and the availability of

learning resources (Ghaemi & Boroushaki, 2025). In

general, the implementation of local culture in

interactive media, particularly through traditional

games, pantun, and folktales, demonstrates a shared

symbolic framework that facilitates joint attention,

role negotiation, and perspective-taking during play-

based tasks. In other words, culturally familiar stimuli

can reduce cognitive and affective barriers to

interaction and thus enable more frequent and high-

quality social exchanges among children,

accelerating the practice and consolidation of

prosocial behaviors. A recent empirical synthesis

between digital games and early childhood pedagogy

reported a similar pathway, with interactive and

contextually familiar digital media tending to result in

stronger engagement and more sustained social

interactions than decontextualized digital content

(Livingstone et al, 2025).

Contextual teaching and learning is learning

based on authentic and practical experiences. The

CTL perspective explains why experiential activities

not only teach discrete skills (e.g., taking turns) but

also encourage the internalization of values (e.g.,

mutual respect, collective problem-solving): children

act out social scripts derived from their cultural

environment in a safe and structured digital

environment, thereby connecting procedural

competencies with culturally meaningful norms. This

theoretical alignment has also been reported in recent

international studies documenting how culturally

situated digital storytelling and play-based

interventions support socio-emotional competencies

while strengthening cultural identity (Gracia, 2025).

The simultaneous enhancement of social skills and

implementation of local cultural elements can have

practical implications for curriculum designers and

policymakers. Interventions that integrate interactive

technology with local cultural content can contribute

to children's holistic development by supporting the

acquisition of social skills, maintaining cultural

continuity, and increasing intrinsic motivation to

learn.

3.3 Discussion

The findings of this study resonate profoundly with

extant literature on culturally responsive pedagogy

and contextualized digital learning. By embedding

traditional Malay games, folktales, and pantun into an

interactive digital format, the study exemplifies how

Contextual Teaching and Learning (CTL) can bridge

the gap between curricular content and children's

lived experiences. This aligns with broader research

in early childhood digital pedagogy, which

emphasizes the shifting roles of educators and the

affordances of digital tools—from tutors to learning

facilitators—within constructivist learning

environments (Liu et al, 2024). The results of this also

study align with previous research on culturally

responsive pedagogy, which consistently

demonstrates its capacity to enhance student

engagement and socio-emotional growth in early

childhood settings (Gay, 2018; Ladson-Billings,

2021). Similar to the conclusions drawn by Chau

(2022) and Allee-Herndon et al. (2023), the

contextual learning model used here—grounded in

local culture—has proven effective in strengthening

cooperation and empathy among peers.

Furthermore, the motivational benefits of

interactive digital media documented by McCrory

(2023) are amplified when paired with culturally

relevant content. This synergy between technological

engagement and cultural familiarity appears to be a

key factor behind the significant improvements

observed in the experimental group's social

competence. Overall, these results affirm the

pedagogical value of designing early childhood

education interventions that integrate interactive

technology with the sociocultural realities of learners.

Such designs not only foster essential social skills but

also reinforce cultural heritage, thus contributing to

children's holistic and culturally sustainable

development.

ICECE 2025 - The International Conference on Early Childhood Education

122

In the specific context of this study, interactive

digital media based on Malay culture serves as a

meaningful learning tool through the application of a

Contextual Learning and Teaching (CTL) approach.

By incorporating traditional Malay games, folktales,

and pantun into interactive modules, the media

facilitates authentic and relevant learning

experiences. These culturally grounded activities

enable children to engage in collaborative problem-

solving, practice respectful communication, and

develop empathy—core components of social

competence. The CTL framework ensures that

learning is not isolated from real-life contexts but is

directly connected to the lived experiences and values

of the children's communities.

This research also aligns with the findings of

Nofriyandi et al. (2023), who demonstrated that

digital learning media themed around Malay

culture—using local visual elements and familiar

themes—is not only valid in terms of content and

design but also effective in increasing learning

motivation in early childhood. Similarly, Maureen et

al. (2024) emphasized that a digital storytelling

approach based on multicultural materials supports

early literacy development while fostering empathy

and cultural awareness. Furthermore, a systematic

review conducted by Yeni Lestari and Kusuma

(2025) strengthened the evidence that interactive

multimedia such as animation and video is effective

in stimulating speaking skills among young children.

This finding is also supported by a study conducted

by Sulistyawati et al. (2024), which showed that the

use of interactive media in early childhood learning

can significantly improve motivation and learning

outcomes.

4 CONCLUSIONS

Based on the data analysis, it can be concluded that

the implementation of a Malay culture-based

contextual learning model through interactive digital

media can significantly improve the social skills of

early childhood. The experimental group receiving

this learning treatment showed a significantly higher

average score increase than the control group, with a

statistically significant difference (p < 0.05). This

indicates that learning that links material to the local

cultural context can provide a more meaningful,

relevant learning experience and positively impact

the social development of preschool children.

Meanwhile, the control group receiving

conventional learning did not experience significant

improvements in social skills. This difference in

results suggests that traditional learning approaches,

which lack a connection to children's culture and real-

life contexts, are less effective in developing their

social skills. Therefore, integrating local cultural

elements into the learning process has proven to be an

appropriate alternative strategy for optimizing

children's potential, particularly in the social realm.

Overall, this study provides empirical evidence

that Malay culture-based contextual learning is not

only relevant to the needs of students in the region but

also serves as a pedagogical innovation that supports

the simultaneous strengthening of cultural identity

and social skills. The implication of this finding is the

need for early childhood education institutions to

adopt and adapt a similar approach, so that the

learning process not only transfers knowledge, but

also shapes children's character and social

competence according to local cultural values.

ACKNOWLEDGEMENTS

The author expresses his deepest gratitude to the

Early Childhood Education Doctoral Program of the

Postgraduate School of Jakarta State University, the

promoter and co-promoter, the Rector of Lancang

Kuning University, and the PG PAUD study program

of the Faculty of Education and Vocational Studies

for the opportunity and financial and time support so

that this research can be completed.

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