<![CDATA[Many elementary school students still struggle with reading and writing, and few instructional models systematically link literacy learning to students’ local culture. This study aimed to (1) analyze the needs for local wisdom-based literacy learning at an Islamic elementary school and (2) design a learning model grounded in Ki Hadjar Dewantara’s Trikon principles of continuity, convergence, and concentricity. The study followed the define and design stages of the 4D development model. Data were collected at MI Muhammadiyah PK Kartasura, Indonesia, through a semi-structured interview with a teacher, classroom observation, and analysis of student literacy products, and were analyzed using the interactive model of Miles, Huberman, and Saldaña with technique triangulation. The teacher already linked lessons to students’ prior experiences and to local contexts such as the traditional market, and the school ran extensive literacy programs; however, the teacher was not familiar with the Trikon concept, local wisdom was introduced mainly through cultural programs rather than through reading and writing, and practice depended on individual teachers’ creativity without a shared instructional sequence. On this basis, a model was designed comprising a six-stage syntax (experience orientation, local wisdom-based literacy exploration, analysis and conceptual development, literacy product creation, environment-based implementation, and reflection and environmental reinforcement), a social system, principles of reaction, a support system, a literacy assessment, and expected instructional and nurturant effects. The model targets reading comprehension and the writing of local culture-based texts. It has not yet been validated and is offered as a theoretically grounded prototype for subsequent expert validation and classroom trials.]]>
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