<![CDATA[Purpose - The primary objective of this empirical inquiry centers on evaluating how digital materials utilizing a specific local linguistic framework relate to variations in the educational achievements of fifth-grade pupils regarding regional historical traditions. Methodologically, a non-randomized group approach under a non-experimental framework was deployed, involving forty elementary school pupils who were distributed equally into two distinct cohorts. Information gathering relied on pre-intervention and post-intervention evaluations alongside structured behavioral rubrics. Analytical procedures incorporated exploratory indicators, distribution verification through mathematical non-parametric tests, variance consistency evaluations, progress metrics, and a comparative mean assessment. Findings: metrics indicated that the cohort exposed to the interactive framework achieved an average final evaluation of 78.03 alongside a moderate progress index of 0.588. Conversely, the traditional cohort reached an average final score of 55.00 with a minimal progress index of 0.188. A directional comparison confirmed a statistically meaningful divergence between the two groups, t(38) = -8.470, p < 0.001, proving that the digital intervention co-occurred with distinct variations in the educational metrics of the participants. Classroom observations indicated that the integration of the local Suroboyoan dialect functioned as a contextual scaffold that supported active student participation and natural communication. Implications - The integration of Scratch programming, interdisciplinary STEAM design parameters, and local vernacular may provide a responsive instructional alternative under the Merdeka Curriculum framework. However, generalized claims of effectiveness are limited due to a small, localized sample from a single school and a relatively short intervention timeframe. Originality - This study contributes to elementary educational technology models by combining digital visual block programming, STEAM frameworks, and regional dialects into a single contextual scaffold for IPAS learning.]]>
