Designing an ethnolinguistic-based instructional model to improve early grade literacy and numeracy in indigenous ethnic learners

Abstract

Based on the ADDIE framework, which consists of five consecutive stages analysis, design, development, implementation, and evaluation the study used a developmental research design. The researchers examined the educational backdrop of East Nusa Tenggara, including the language characteristics of the pupils, and carried out a needs assessment throughout the analytical stage. During the design phase, model elements such support structures, social systems, syntax, and reaction principles were developed. The development phase was centred on creating educational resources and getting professional approval. Four West Riung District elementary schools participated in the implementation, and the model’s efficacy in enhancing students’ reading and numeracy abilities was assessed during the evaluation phase. To measure learning outcomes, data were gathered using pretests and post-tests, and analysis of covariance (ANCOVA) was used for analysis. The findings showed that students’ performance had significantly improved. The experimental group’s average literacy and numeracy scores improved from 54.74 to 88.42 and 55.88 to 87.65, respectively. Students in the control group, on the other hand, who received instruction in Indonesian, demonstrated less improvement. These results demonstrate how well the mother tongue-based instructional strategy works to improve conceptual understanding and lower learning obstacles. The study also emphasizes the wider advantages of ethnolinguisticbased schooling, which cultivates cultural identity, improves academic achievement, and gets pupils ready for additive bilingualism. Teachers, curriculum designers, and legislators can all benefit from this research’s findings, which indicate that including local languages into early education might be a potent tactic for fostering inclusive and equitable learning in multilingual communities.