<![CDATA[Developing collaborative competencies is central to 21st-century education, yet culturally responsive pedagogical models for elementary settings remain limited. This study investigates the effectiveness of a multimodal service-learning model grounded in Cirebon local wisdom in developing collaborative competencies among elementary school students. A quasi-experimental design with a non-equivalent control group was employed, involving 114 fifth-grade students in Cirebon, Indonesia (experimental group, n = 60; control group, n = 54) across nine instructional sessions. The intervention integrated multimodal learning with structured service-learning phases anchored in Cirebon cultural traditions, including gotong royong, batik, muludan, and ngunjung buyut. Collaborative competencies were assessed using a validated Likert-scale instrument spanning eight dimensions. Paired-sample t-tests revealed statistically significant improvements in the experimental group across all dimensions with large effect sizes. The experimental group showed markedly greater gains than the control group, with collective responsibility, effective communication, and recognition of individual contributions showing the most pronounced advances. These findings confirm that embedding local wisdom within a multimodal service-learning framework is a pedagogically sound and culturally responsive approach, contributing a replicable model for integrating cultural context into 21st-century competency development in elementary education.]]>
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