DEVELOPING A LOCAL WISDOM-BASED COOPERATIVE LEARNING MODEL FOR READING LITERACY IN SECONDARY EDUCATION

Abstract

This study examines the effectiveness of a cooperative learning model based on Banjar local wisdom in improving high school students’ reading literacy. It explores how the integration of values such as mutual cooperation, deliberation, togetherness, politeness, and social solidarity strengthens cooperative learning and influences student engagement, reading literacy, and cultural identity. The study employed a quantitative approach using a quasi-experimental design involving 240 11th-grade high school students in Banjarmasin City. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships among Banjar local wisdom, cooperative learning, student engagement, reading literacy, and cultural identity. The findings indicate that Banjar local wisdom has a positive effect on cooperative learning. Cooperative learning significantly enhances student engagement and reading literacy, both directly and through the mediating role of student engagement. Reading literacy also contributes to strengthening students’ cultural identity. These results suggest that integrating local cultural values into cooperative learning activities can create learning experiences that are more contextual, collaborative, and meaningful. This study expands research on cooperative learning by positioning Banjar local wisdom as a pedagogical foundation for developing reading literacy and proposes an integrated learning framework that combines academic achievement, social skills, and cultural identity.