Developing Local Wisdom-Based Teaching Materials to Foster Students' Conflict Resolution Competencies in Senior High School Sociology
DOI:
https://doi.org/10.51278/aj.v8i4.2847Keywords:
Conflict Resolution, Local Wisdom, Sociology Education, Teaching Materials, Authentic AssessmentAbstract
The integration of local wisdom into sociology learning has been widely promoted to strengthen students' cultural awareness; however, its application in developing conflict resolution competencies through instructional materials remains limited. This study aimed to develop local wisdom-based conflict resolution teaching materials for senior high school sociology learning and to evaluate their validity, practicality, and effectiveness. The study employed a Research and Development (R&D) approach using the Four-D (4D) model, comprising the stages of Define, Design, Develop, and Disseminate. The developed product was validated by two experts, followed by practicality testing involving four sociology teachers and twenty-five students. Product effectiveness was evaluated through a quasi-experimental design involving an experimental class (n = 30) and a control class (n = 34). Data were collected using expert validation sheets, practicality questionnaires, authentic assessment rubrics, and documentation. Data analysis included descriptive statistics, the Shapiro–Wilk normality test, Levene's homogeneity test, the Independent Samples t-test, and Cohen's d effect size. The findings indicated that the developed teaching materials met the criteria for validity and practicality and significantly improved students' conflict resolution competencies. Significant differences were found in local wisdom analysis, presentation, collaboration, and overall authentic assessment scores (p < 0.001), with very large effect sizes, whereas no significant difference was observed in the investigation dimension. These findings demonstrate that integrating local wisdom into project-based sociology learning enhances students' contextual reasoning, communication, and collaborative problem-solving competencies. The study contributes to sociology education by positioning local wisdom not merely as contextual learning content but as a pedagogical foundation for developing conflict resolution competencies through authentic learning experiences.
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