<![CDATA[Background: Integrating local wisdom into sociology instruction can foster more contextual and meaningful learning. However, empirical evidence on the effectiveness of local wisdom-based teaching materials in higher education remains limited.Purpose: This study examined the effectiveness of local wisdom-based teaching materials in improving university students' learning outcomes on community empowerment in an Intermediate Sociology course.Methods: A quantitative quasi-experimental pretest–posttest control group design was employed with 68 undergraduate students in the Sociology Education Study Program at Universitas Mataram, comprising an experimental group (n = 37) and a control group (n = 31). Data were collected using a validated achievement test and analyzed using descriptive statistics, an independent-samples t-test, ANCOVA, N-gain, and Cohen's d.Results: The experimental group achieved a significantly higher mean posttest score (84.46) than the control group (81.77) (t = -4.139, p < .001). The effect remained significant after controlling for pretest scores and showed a large practical effect (Cohen's d = 1.01), although both groups demonstrated low N-gain values due to high baseline achievement.Theoretical Implications: This study positions local wisdom as an instructional design component that facilitates contextual learning and strengthens conceptual understanding in higher education.Practical Implications: The findings support integrating local socio-cultural contexts into sociology teaching materials to create more contextual, culturally responsive, and meaningful learning experiences.]]>
Copyrights © 2026
