Impact of digital folktale-based contextual learning using FlipBuilder on students’ folktale writing quality, creativity, and cultural awareness

Abstract

The purpose of this study was to investigate the impact of digital folktale-based contextual learning on folktale writing skills and cultural awareness. A quasi-experimental method was used, involving 200 students at State Senior High School 2 Serang, Banten, who were divided into two groups. The experimental group received a digital folktale-based contextual learning intervention with Flip Builder technology, while the control group received conventional instruction using print media. The instruments used were a quality assessment scale, a folktale writing creativity scale, and a cultural awareness assessment scale. Data were analyzed using normality tests, homogeneity tests, descriptive statistics, ANCOVA tests, and independent-samples t-tests. The research findings indicate that digital folktale-based contextual learning with Flip Builder technology significantly improved folktale writing skills and cultural awareness. This improvement in folktale writing skills was evident in improvements in the quality and creativity of folktale writing. The improvement in the quality of folktales can be seen in the quality of themes, intrinsic elements, complexity of stories, and use of language. Improved creativity in writing folktales was evident in the dimensions of originality, accuracy, self-expression, fluency, and flexibility. Furthermore, increased cultural awareness was evident in the aspects of knowledge, attitude, awareness, and skills. This increase in competence was due to the main features of the Flip Builder digital platform, such as image import, multimedia editor, interactive buttons, animations, action triggers, and publishing features. This research implies that culture-based digital writing learning can facilitate language learning outcomes and sustainable educational transformation.