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This community service program aims to develop a local wisdom-based literacy model as an effort to improve students’ reading interest at SD Negeri 025 Samarinda Utara. The low level of reading interest among elementary school students remains a challenge in the implementation of the School Literacy Movement initiated by the Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. One of the contributing factors is the lack of contextual reading materials that are relevant to students’ socio-cultural environment. Therefore, integrating local wisdom into literacy activities is considered an innovative strategy to enhance students’ engagement in reading activities.The implementation method included needs analysis, the design of a literacy model, program implementation through storytelling of East Kalimantan folktales, the development of a culturally themed reading corner, and teacher mentoring in integrating literacy into classroom learning. Evaluation was conducted through observation of student participation, reading interest questionnaires, and reflective discussions with teachers.The results indicate an increase in students’ enthusiasm for reading activities, a higher frequency of classroom reading corner utilization, and improved understanding of local cultural values. The local wisdom-based literacy model proved effective in creating a contextual, engaging, and meaningful learning atmosphere. This program is expected to serve as a sustainable model for strengthening literacy culture in elementary schools.

The purpose of this research is to create an interactive Augmented Reality (AR)-based educational application that can display the Indonesian folktale "Keong Mas" using Unity 3D and Vuforia SDK. Due to the dominance of modern digital entertainment that is more visually appealing, the younger generation's interest in traditional folktales is declining. The choice of AR technology is based on its ability to combine three-dimensional virtual objects with the real environment in real-time, resulting in an interactive, engaging, and memorable learning experience. The research process used is the Life Cycle of Multimedia Development (MDLC), which consists of six stages: ideation, design, material collection, compilation, testing, and deployment. 3D character models, background environments, and interactive stories appear in the application when the camera detects certain markers. Testing was conducted using the black-box method to ensure all functions, including marker tracking, scene transitions, and narration playback, run smoothly. The test results show that the AR application "Keong Mas" successfully displays the folktale interactively and engagingly, thereby increasing the learning interest of children and adolescents. This application not only serves as an innovative learning medium but also contributes to the preservation of local culture through the integration of digital technology.

In the digital era, the erosion of moral values among young people has become a pressing challenge for Islamic Religious Education (PAI). Folktales, as part of Indonesia’s cultural heritage, offer universal moral lessons that resonate with Islamic principles. This study investigates the potential of folktales as instructional media for instilling Islamic values while addressing the demands of digital-based learning. A qualitative descriptive method was applied, involving textual analysis of folktales, classroom observations, and interviews with teachers and students. The selected stories Malin Kundang, Bawang Merah Bawang Putih, Timun Mas, and Lake Toba were examined to identify moral values consistent with Qur’anic and prophetic teachings. Data were analyzed using reduction, presentation, and conclusion drawing, supported by triangulation to enhance validity. The results reveal that folktales embody key Islamic values such as filial piety, honesty, patience, courage, and loyalty to promises. Their integration into PAI classes not only increased student attention and emotional engagement but also encouraged deeper moral reflection. Moreover, digital adaptations through animations, videos, and digital storytelling expanded their relevance to contemporary learners, although challenges remain in teachers’ digital literacy and the need for contextual reinterpretation. This study concludes that folktales are more than cultural narratives; they are strategic tools for moral education. By leveraging digital innovation, folktales can reinforce character formation, sustain the relevance of PAI, and prepare Muslim students to be adaptive and value-driven in navigating modern society.

The purpose of this study is to see how local folktales and science concepts can be used as learning resources in Natural and Social Science lessons in Madrasah Ibtidaiyah (MI). In this study, qualitative methods and content analysis techniques were applied to relevant local folktales. The main data sources were folktales from various regions in Indonesia, which were selected based on their relevance to science concepts in the IPAS curriculum. Data collection was conducted through document analysis of folktales, interviews with IPAS teachers, and observations on how folktales are applied in classroom learning. Using a descriptive approach, the data collected was analyzed to find and categorize the science concepts contained in the folktales. In addition, it was assessed the possibility of folklore can be used as learning media. The results showed that local folktales have great potential as a source of IPAS education covering physics and chemistry concepts, as well as natural phenomena and animal and plant life. Students can gain a better understanding of science concepts through folktales, which are more contextualized and easy to understand. Thus, folktales can be incorporated into IPAS learning to improve students' understanding, enrich their learning experience, and raise awareness of the importance of environmental conservation. In addition, this study suggests the creation of folklore-based learning modules and teacher training programs to maximize this potential.

The purpose of this study is to see how local folktales and science concepts can be used as learning resources in Natural and Social Science lessons in Madrasah Ibtidaiyah (MI). In this study, qualitative methods and content analysis techniques were applied to relevant local folktales. The main data sources were folktales from various regions in Indonesia, which were selected based on their relevance to science concepts in the IPAS curriculum. Data collection was conducted through document analysis of folktales, interviews with IPAS teachers, and observations on how folktales are applied in classroom learning. Using a descriptive approach, the data collected was analyzed to find and categorize the science concepts contained in the folktales. In addition, it was assessed the possibility of folklore can be used as learning media. The results showed that local folktales have great potential as a source of IPAS education covering physics and chemistry concepts, as well as natural phenomena and animal and plant life. Students can gain a better understanding of science concepts through folktales, which are more contextualized and easy to understand. Thus, folktales can be incorporated into IPAS learning to improve students' understanding, enrich their learning experience, and raise awareness of the importance of environmental conservation. In addition, this study suggests the creation of folklore-based learning modules and teacher training programs to maximize this potential.

The legend of Situ Bagendit is one of the Indonesian folktales that is full of moral and cultural values. This research aims to analyze the intrinsic elements in the legend, including themes, characters and characters, plot, setting, point of view, mandate, and symbolism. Using a literary analysis approach, this study reveals how these elements work together to convey a strong moral message. The results of the analysis show that the main theme in the Situ Bagendit Legend is greed and its destructive impact. Nyi Endit, as the main character, represents bad behavior that leads to destruction, while beggars play a role as a symbol of justice and wisdom. The linear storyline and setting where Situ Bagendit reinforces the moral message it contains, namely the importance of sharing, staying away from greed, and living in harmony with others and nature. The message in this story remains relevant in the modern era, making it an effective learning medium to instill social and cultural values. Strong symbolism, such as a beggar's wand and overflowing water, adds depth to the story, giving it a broader dimension to its moral meaning. This study concluded that  the Situ Bagendit Legend not only functions as a traditional entertainment, but also as an important cultural heritage to be preserved. Through the analysis of intrinsic elements, this legend can be appreciated as a reflection of noble values that are relevant to the life of today's society.

This study aims to explore the structure and uniqueness of Earth through the lens of local wisdom that respects nature, and to investigate how traditional knowledge can offer valuable insights into our planet and the relationship between humans and the environment. A qualitative approach was employed, involving a literature review and analysis of traditional texts, myths, folktales, and cultural practices related to the understanding of the universe, Earth's structure, and human interaction with ecosystems. The findings reveal that many indigenous cultures around the world view Earth as a living entity, with an interconnected relationship between humans and the surrounding environment. This understanding is reflected in various rituals, agricultural systems, and environmental policies that emphasize balance and sustainability. Furthermore, local wisdom often stresses the importance of respecting nature as an integral part of harmonious living on Earth. The implications of this research highlight the importance of integrating local wisdom into environmental education, sustainable development policies, and natural resource management to foster a more harmonious and sustainable relationship between humans and the Earth.    

The purpose of this research is to describe the forms of language style in the Central Kalimantan folktales by the 10th-grade students of SMAN I Damang Batu and to investigate their implications for literature learning in high schools. The research technique used was qualitative descriptive research with content analysis. Based on the analysis conducted by the author, the research findings revealed the existence of language style in the Central Kalimantan folktales by the 10th-grade students of SMAN I Damang Batu, namely emotive language style with four quotes, connotative meaning with four quotes, hyperbole with four quotes, metaphor with five quotes, and personification with five quotes. Therefore, the dominant language style used in the Central Kalimantan folktales by the 10th-grade students of SMAN I Damang Batu is the metaphor and personification style.