Expert Validation of a Local Wisdom-Based Problem-Based Learning Model for Strengthening Collaboration Skills Among Primary School Students

Abstract

Twenty-first-century learning frameworks identify collaboration as a fundamental competency that students need to develop. However, elementary classrooms in Indonesia still demonstrate varied levels of success in fostering meaningful collaborative skills. Group activities often emphasize task completion rather than developing the values of cooperation, mutual support, and collective responsibility. In addition, instructional approaches frequently overlook cultural resources that can strengthen students’ learning experiences. This study aims to address this issue by developing a Problem-Based Learning model integrated with A’bulo Sibatang, a Bugis-Makassar cultural philosophy emphasizing unity, togetherness, and collective strength, and by evaluating its validity through expert assessment. The study employed the Develop stage of the 4-D research and development framework. Three expert validators from Universitas Negeri Makassar, each holding doctoral qualifications in instructional design and educational technology, assessed eight components of the developed model. These components included the model handbook, teacher guide, teaching module, student worksheets, response questionnaires, and observation instruments. Validation was conducted using a four-point relevance scale, and the results were analyzed through mean scores and percentage conversions based on predetermined validity criteria. The validation results showed that the developed model obtained an overall mean score of 3.44, equivalent to 86.03%, which categorized the model as very valid. Six components achieved the very valid category, while the teaching module and student questionnaire were categorized as valid with recommendations for minor language improvements. These findings demonstrate that integrating local cultural values into Problem-Based Learning can produce a pedagogical model that meets academic validity standards while maintaining cultural relevance. The model provides elementary teachers with a practical approach to strengthening students’ collaboration skills and cultural identity through contextual learning.