<![CDATA[This study addresses the critical degradation of Javanese script literacy among elementary students by evaluating the pedagogical efficacy of Media JAWARA, an interactive hybrid instructional tool. Conventional instructional paradigms in indigenous language education heavily rely on monolithic rote memorization, frequently triggering acute cognitive overload, orthographic ambiguity, and visual disorientation during complex character recognition. To dismantle these pervasive learning barriers, this research introduces a label-free differentiated instruction framework embedded within a multisensory learning environment that harmonizes physical and digital media. Utilizing a Classroom Action Research (CAR) design structured upon the Kemmis and McTaggart spiral model, the intervention was executed across two iterative cycles involving fourth-grade elementary students at SDN Ketintang II. Data collection encompassed standardized cognitive diagnostic tests, structured classroom observation protocols, and psychological affective questionnaires measuring student motivation. Quantitative and qualitative empirical analyses revealed remarkable academic progression, with classical learning mastery escalating dramatically from baseline deficiencies of 35% to 85% in reading fluency and 80% in writing accuracy by the conclusion of Cycle II. The primary theoretical novelty of this investigation resides in the seamless synthesis of physical manipulative instruments, digital gamification elements, and personalized differentiated pedagogical pathways. By bridging tactile, auditory, and visual learning modalities, this hybrid multisensory integration systematically mitigates orthographic visual discrimination deficits while significantly lowering students' affective anxiety filters. Consequently, this research provides a highly replicable, sustainable, and inclusive pedagogical blueprint for preserving and revitalizing endangered indigenous linguistic heritage within modern elementary education ecosystems.]]>
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