Transforming Indonesian Language Learning: Integrating Digital Literacy and Local Cultural Values in Elementary School Education

Abstract

The advancement of digital technology and the pressures of globalization present significant challenges to cultural preservation in education, notably in Indonesian language instruction. This study looks at how elementary school teachers in Sukoharjo Regency incorporate digital literacy and local cultural values into language learning. To provide a thorough view of teacher practices, tactics, and obstacles, a qualitative descriptive methodology was used, with data collected from interviews (50%), classroom observations (25%), and documentation (25%). The study found that professors creatively incorporate regional folklore and customs into digital initiatives such as student vlogs, e-comics, and interactive presentations. These efforts correspond with Gilster's definition of digital literacy as an important understanding of digital content, as well as Berns and Erickson's contextual teaching and learning (CTL) approach. Furthermore, Banks' multicultural education theory promotes the inclusion of local culture as a crucial to identity creation in a global society. However, obstacles such as insufficient digital infrastructure, variable teacher competence, and a lack of formal training impede widespread implementation. Despite these limitations, instructors display localized innovation by integrating community-relevant content and technology to increase involvement and preserve cultural identity. This study adds to the educational dialogue by emphasising the transformative potential of culturally grounded digital learning. The ramifications are far-reaching: legislators, curriculum writers, and educators must work together to ensure long-term integration of digital and cultural literacy. By doing so, Indonesia may cultivate digitally capable citizens while remaining anchored in their cultural heritage—an educational vision in harmony with the "Merdeka Belajar" movement.