Siti Ansoriyah, Siti Gomo Attas, Saiful
This study addresses that improving literacy requires not only linguistic skills but also educational practices that reinforce cultural identity, social cohesion, and meaningful engagement with texts. When folklore-based pedagogy is integrated, the learning process is transformed into a socially transformative space, allowing students to expand their vocabulary, develop a deeper motivation to read, and internalize cultural schemas that ground their literacy experiences in the realities of their lived community. The study, conducted with 142 elementary and junior high school students in South Jakarta, found substantial improvements in vocabulary depth and reading engagement, with qualitative results indicating that local narratives facilitate cultural meaning-making, improve interpretive skills, and promote an emotional connection to reading. These results provide strong empirical justification for adopting CBL models as a scalable, low-cost, and high-impact strategy for improving national literacy outcomes. Folklore integration aligns with current educational reforms that emphasize contextualized learning, character development, and flexibility of the curriculum. The study offers actionable insights for policymakers to develop culturally responsive teaching modules, strengthen collaboration between schools and cultural institutions, and embed local heritage within literacy programs. Education systems can promote equitable literacy development, preserve intangible cultural heritage, and cultivate culturally grounded learners who are better equipped to participate in Indonesia’s diverse knowledge society. © 2026 Rotherham Academic Press Ltd. All rights reserved.
Universitas Negeri Jakarta, Indonesia; Universitas Negeri Jakarta, Indonesia
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