Ethnosocial-Based Differentiated Digital Learning Model to Enhance Nationalistic Insight

Abstract

The low level of nationality awareness among primary school students, which resulted from inadequate learning, served as the research basis. A learning model was developed to facilitate this, namely the ethnosocial-based differentiated digital learning model. However, the previous learning model was not contextual, did not involve students, did not consider the students’ preferred learning methods, and did not connect the technology-based learning process. Although the ethnosocial-based differentiated digital learning approach has been deemed valid, further research was required to ascertain its impact on students’ nationalistic insight. This research aimed to determine how elementary students’ nationalistic insight was impacted by an ethnosocial-based differentiated digital learning model. Six hundred students participated in this quasi-experimental research. Test questions were utilized to assess their level of nationalistic insight. The normality, homogeneity, paired sample t-test, effect size, and independent sample t-tests were performed on the test results. The findings indicated that the ethnosocial-based differentiated digital learning model impacted elementary school students’ nationalistic insight. Comparing students who learned conventionally with those who used the ethnosocial-based differentiated digital learning model, the former showed a higher value of nationalistic insight. The findings of this study have value for how academics might help elementary school students develop their nationalistic insight.

Full text

Research Article
Asnawi*, Ary Kiswanto Kenedi, Tengku Muhammad Sahudra, Dini Ramadhani, Ronald Fransyaigu,
Asna Mardin, Arwin
Ethnosocial-Based Differentiated Digital Learning
Model to Enhance Nationalistic Insight
https://doi.org/10.1515/edu-2025-0062
received November 14, 2024; accepted February 14, 2025
Abstract: The low level of nationality awareness among
primary school students, which resulted from inadequate
learning, served as the research basis. A learning model
was developed to facilitate this, namely the ethnosocial-
based differentiated digital learning model. However, the
previous learning model was not contextual, did not
involve students, did not consider the students’preferred
learning methods, and did not connect the technology-
based learning process. Although the ethnosocial-based
differentiated digital learning approach has been deemed
valid, further research was required to ascertain its impact
on students’nationalistic insight. This research aimed to
determine how elementary students’nationalistic insight
was impacted by an ethnosocial-based differentiated
digital learning model. Six hundred students participated
in this quasi-experimental research. Test questions were
utilized to assess their level of nationalistic insight. The
normality, homogeneity, paired sample t-test, effect size,
and independent sample t-tests were performed on the
test results. The findings indicated that the ethnosocial-
based differentiated digital learning model impacted ele-
mentary school students’nationalistic insight. Comparing
students who learned conventionally with those who
used the ethnosocial-based differentiated digital learning
model, the former showed a higher value of nationalistic
insight. The findings of this study have value for how aca-
demics might help elementary school students develop
their nationalistic insight.
Keywords: learning model, digital, differentiated learning,
ethnosocial, nationalistic insight
1 Introduction
Nationalism is a thorough grasp of national ideals, citizens’
rights and obligations, and how citizens love their nation
and country (Bideau & Kilani, 2012; Kumar & Jan, 2013).
Nationalistic understanding is not only information but
also a component of citizens’efforts to strengthen a sense
of togetherness amidst diversity. Nationalistic insight is
required in society’s diversity, such as ethnic, socioeconomic,
cultural, and religious differences, which can be used to foster
mutual respect and establish a harmonious living (Junaeda,
Kesuma,Sumilih,Dahlan,&Bahri,2022;Mukri&Waspiah,
2023). In the age of globalization, outside cultures significantly
impact people’s lives, particularly the younger generation.
The era of globalization enables the younger generation to
have widespread and open access to knowledge, which influ-
ences their life processes. If a thorough grasp of national
identity does not balance this impact, it will lead to weak
national connections. Nationalistic insight serves to safeguard
individuals against the impact of outside cultures that do not
align with local values. Nationalistic insight enables indivi-
duals to filter these influences and adapt to prevalent beliefs
and norms while keeping their national identity.
Individuals with a national understanding can deter
national disintegration (Isabella, 2017). Ethnic and social
diversity, which is part of the nation’s wealth, can cause con-
flict if not managed properly (Sukma, 2021). Individuals with
a nationalistic perspective can benefit from seeing diversity
as a shared strength to achieve common goals. This process is
critical to ensuring the country’s stability and integrity. As a
result, nationalistic understanding must be imparted to the
population at a young age, beginning with elementary school.
Nationalistic awareness should be formed in elemen-
tary school because this is the first stage in developing a
child’s character and basic values (Zulela, Neolaka, Iasha, &
Setiawan, 2022; Zulfikar, Permady, & Sudirman, 2023).

* Corresponding author: Asnawi, Department of Primary School
Teacher Education, Universitas Samudra, Langsa, Indonesia,
e-mail: asnawi@unsam.ac.id
Ary Kiswanto Kenedi, Tengku Muhammad Sahudra, Dini
Ramadhani, Ronald Fransyaigu: Department of Primary School
Teacher Education, Universitas Samudra, Langsa, Indonesia
Asna Mardin: Public Elementary School 19 Paninjauan, Tanah Datar
Regency Government, Tanah Datar, Indonesia
Arwin: Department of Primary School Teacher Education, Universitas
Negeri Padang, Padang, Indonesia
Open Education Studies 2025; 7: 20250062
Open Access. © 2025 the author(s), published by De Gruyter. This work is licensed under the Creative Commons Attribution 4.0 International License.

Elementary school-aged children are in a vital stage of
cognitive and emotional development. Children in this
era can understand social values and moral concepts, as
well as establish their own identities. The process of instil-
ling nationalistic awareness in elementary school students
will help them comprehend and respect the idea of unity in
diversity, as well as the value of patriotism (Cahyani &
Isah, 2016; Izzati & Adiarti, 2020). Developing patriotic
insights in primary school will create a young generation
that will value diversity in religion, ethnicity, and culture.
Students with a high level of nationalistic insight will find it
simpler to acquire empathy, tolerance, and the ability to
cooperate with others without questioning their nation-
ality. This concept is crucial in today’s multicultural life.
Furthermore, nationalistic awareness is crucial for ele-
mentary school pupils to acquire as at that age children often
getfastimpactedbytheinformation,theyencounterboth
from the media and peers (Mubarok & Anggraini, 2021). By
giving national insight, students are not only taught the
importance of national values but also taught how to apply
these principles in their daily lives. Students will grow up
with strong national ideals toward their country. This process
will produce individuals with a strong social duty to protect
national unity. As a result, it is critical to ensure that elemen-
tary school pupils get the best possible nationalistic insights.
However, according to the literature review, elemen-
tary school kids have low nationalistic awareness (Fitri &
Habiby, 2023; Hendrowibowo, Harsoyo, & Sunarso, 2020;
Saputro, Winarni, & Indriayu, 2020; Wahyani, Ma’ruf, Rah-
mawati, Prastiwi, & Rahmawati, 2022; Widiana, Tegeh, &
Artanayasa, 2021; Wulandari & Senen, 2018). Elementary
school kids’limited nationalistic insight is shown in their
lack of comprehension of student nationalism (Saputra,
Murdiono, & Tohani, 2023). Many pupils lack an extensive
knowledge of national symbols and the concept of nation-
alism; therefore, they have no emotional connection to
these values. Furthermore, elementary school pupils with
little nationalistic understanding are more likely to grasp
foreign cultural values than their national values. Students
become more familiar with foreign cultures through digital
entertainment/technology, while their own culture is
undervalued (Djumadiono, 2019; Sari & Dahnial, 2021).
This is supported by observations made by researchers
at five state primary schools in Indonesia. Based on these
observations, many pupils lack a love for their nation and a
knowledge of state symbols. This observation is evidenced
by the fact that many pupils are unenthusiastic about
performing the flag ceremony, which is a mandatory pro-
gram every Monday to commemorate the services of the
nation’sfighters. Even when asked about the meaning of
the state symbol and the colors of the flag, many students
misinterpreted them. Observations revealed that many
students were unfamiliar with the country’shistory.Many
students struggled to identify heroes and significant events
in the country’s independence process. Furthermore, many
students are not enthusiastic about commemorating
Independence Day. This finding indicates that primary school
pupils lack nationalistic awareness.
To obtain accurate data, the researcher conducted an
initial measurement of elementary school children’s natio-
nalistic insight with 600 fifth-grade students. The results of
the initial measurement are as follows:
Table 1 shows that the initial measurement results for
each aspect of national insight are in the low category. This
lack of patriotic awareness must be addressed promptly so
that elementary school pupils can become individuals who
are accountable to the nation and state.
According to the researcher’sfindings, primary school
pupils’lack of nationalistic awareness is due to a poor
learning process established in schools. The existing
learning procedure remains same and does not consider
pupils’ethnic backgrounds or requirements. This proce-
dure leads to a lack of connection with nationalist learning.
The learning process also does not fully integrate local
culture, so pupils do not comprehend the meaning of diver-
sity and the need of tolerance in differences. Furthermore,
the existing learning process remains conventional
without the use of technology, making the learning process
dull because it is out of date. The learning process remains
in the form of lectures and memorization without student
participation, causing pupils to become uninterested and
bored shortly afterward. This technique makes learning
about nationality monotonous. Furthermore, the learning
process is not inclusive, and teachers are not allowed to
modify the learning model, resulting in students having a
limited area for recognizing cultural differences that form
national identity. This method also leads to kids preferring
to work independently rather than collaboratively. Current
learning does not enable students to participate in project
activities that directly investigate national values. This
learning situation shows the necessity for learning adjust-
ments that can help with these issues to build primary
school kids’patriotic insights.
Based on this situation, earlier studies created an eth-
nological-based differentiated digital learning model. The
Table 1: Initial measurement results
Aspect Scores Category
Sense of nationality 46.03 Low
Understanding of nationality 45.50 Low
Spirit of nationality 45.00 Low
Average 45.51 Low
2Asnawi et al.

ethnological-based digital learning approach incorporates
components of digital technology, customized learning,
and local cultural values. This learning paradigm is
intended to make learning more engaging by incorporating
interactive technologies. This strategy helps primary
school pupils learn nationality in a fun way by promoting
diversity and allowing instructors to tailor instruction. This
model also includes project tasks that encourage students
to absorb national values, making it appropriate for use in
efforts to enhance elementary school students’national
understanding. Three learning design specialists have pro-
nounced this ethnosocial-based differentiated digital
learning paradigm valid and practical for use.
However, earlier study was limited to assessing the
model’s feasibility. As a result, more study is needed to
establish the impact of an ethnosocial-based differentiated
digital learning approach on elementary school kids’natio-
nalistic insight.
This research has never been undertaken. Previous stu-
dies have begun to investigate the development of nationa-
listic insight. Priyambodo, Sukartiningsih, and Hum (2021)
investigated the process of creating an effective interactive
digital map media to increase critical thinking abilities con-
nected to the nature of nationalism in elementary school
children. Puspasari, Abidin, Rusdiyani, and Afifah (2020)
investigated the construction of an ethnomathematics-based
problem-based learning learning paradigm that effectively
increases students’sense of nationalism. Usman et al. (2020)
investigated the construction of effective multicultural edu-
cation teaching materials to improve the nationalism of
future elementary school teachers. These studies demon-
strate that this research differs from earlier studies.
This study focuses on the use of an ethnosocial-based
differentiated digital learning model that combines digital
methods with diverse and ethnosocial-based approaches,
specifically for elementary school students, and directly
measures the effect of this model on elementary school stu-
dents’nationalistic insight. Thus, this study aims to investi-
gate the impact of the Ethnosocial-Based Differentiated
Digital Learning Model on primary school students’natio-
nalistic insight.
2 Literature Review
2.1 Ethnosocial-Based Differentiated Digital
Learning Model
The ethnosocial-based differentiated digital learning model
was developed to combine differentiated learning
components with local cultural contexts in digital learning
environments. This approach highlights the need to recog-
nize students’diverse cultural backgrounds, learning
styles, and skills and how technology can help them learn
in a relevant and adaptive manner.
The model serves as a theoretical foundation, incor-
porating the notions of Social Constructivism (Vygotsky),
which emphasizes that learning depends on social and
cultural interactions, and Distributed Learning Theory
(Tomlinson), which emphasizes that learning should be
adapted to students’specific requirements. Furthermore,
this method promotes self-reliance theory (SDT) to increase
students’intrinsic motivation and social-emotional
learning (SEL) to develop their social–emotional capacities
through an awareness of cultural variety.
2.1.1 Learning Theory
The ethnosocial-based differentiated digital learning model
is based on Lev Vygotsky’s(1978
) social constructivism theory
and Tomlinson’s(2001)differentiated learning theory.
Vygotsky emphasizes the importance of social interaction,
culture, and scaffolding in learning through the zone of prox-
imal development (ZPD). He used local cultural aspects like
folklore and national emblems to create appropriate learning
environments. Tomlinson, on the other hand, emphasizes the
need to adapt learning to students’needs, abilities, and
learning styles (visual, auditory, and kinesthetic). The purpose
is to respect diversity and give all students an equal oppor-
tunity to learn the material. This approach makes education
more inclusive, engaging, and effective.
2.1.2 Motivation Theory
Deci and Ryan (2013) developed self-determination theory
(SDT), which complements the ethnosocial-based differen-
tiated digital learning model by highlighting three funda-
mental psychological needs: autonomy, competence, and
connectedness. Student autonomy is achieved through par-
ticipation in cultural projects, group discussions, and
digital exploration. Competence is accomplished by setting
challenges that are appropriate for students’skills, and
connectedness is strengthened by incorporating local cul-
tural elements which increase their sense of pride and
cultural identity. Previous research (Hernández-Martos
et al. 2024; Smith & Langberg, 2018) demonstrates that cul-
tural context-based learning can boost students’intrinsic
motivation and engagement, making SDT an excellent
basis for learning sustainability.
Ethnosocial-Based Differentiated Digital Learning Model 3

2.1.3 Social-Emotional Development Theory
The SEL framework from CASEL (2013) forms the basis of
the ethnosocial-based differentiated digital learning model.
SEL focuses on five core competencies: self-awareness, self-
management, social awareness, relationship skills, and
responsible decision-making. The model promotes stu-
dents’social awareness through culturally relevant activ-
ities such as learning cultural symbols and folklore, which
improve empathy, tolerance, and the ability to collaborate
in varied groups. In addition, culture-based projects assist
students in building interpersonal, communication, and
conflict-resolution skills, resulting in a more inclusive
learning environment. These activities also help students
comprehend their identity as members of the Indonesian
nation instill cultural pride, and create students’overall
character while increasing academic achievement (Taylor,
Oberle, Durlak, & Weissberg, 2017).
2.1.4 Digital Learning Theory
The ethnosocial-based differentiated digital learning model
is based on digital learning theory, which emphasizes the
use of technology to enrich, customize, and make learning
more relevant. According to the Connectivism theory
(Siemens, 2005), learning comprises the interaction of students
with technology, allowing students to learn at their own pace
and style using tools such as interactive stories, simulations,
and videos. Blended Learning (Bonk & Graham, 2012) mixes
face-to-face and digital platforms to enable flexible and con-
textual investigation of local culture. Furthermore, the TPACK
approach (Mishra & Koehler, 2006) highlights the convergence
of technology, pedagogy, and content, allowing teachers to
present culture-based materials while also increasing stu-
dents’digital literacy for 21st-century demands.
This learning paradigm combines learning theory,
motivation, SEL, and digital learning to create an adaptive,
relevant, and contextualized learning experience. The
model’s components include syntax, social system, reaction
principle, support system, and instructional and accompa-
nying effects.
The syntax (Learning Stages) of this model consists of
six main steps:
2.1.5 Introduction
The teacher introduces the learning theme and explains
the learning objectives. The teacher will connect the
learning content to the local culture that the pupils are
familiar with. This approach can be aided by viewing
videos relating to the content to be taught. (referring to
the principle of social constructivism)
2.1.6 Initial Exploration
Students will be guided to communicate their initial knowl-
edge of the topic they will learn. In addition, the teacher
refers to the local cultural environment. During this initial
exploration stage, the teacher uses digital technology such
as videos or interactive simulations. Students are also
requested to share their initial understandings. Teachers
can utilize this technique to identify disparities in pupils’
levels of understanding and cultural experiences. Teachers
can also use platforms like Padlet to help pupils convey
their early understanding (Connectivism Principle and
the TPACK Framework).
2.1.7 Learning Differentiation
At this stage, teachers apply the learning process based on
students’learning styles, backgrounds, and needs. The
learning methods addressed include visual, auditory, and
kinesthetic, all of which are common among elementary
school students. Before implementing this methodology,
teachers conduct a learning style identification process to
better understand their students’learning preferences.
The identification procedure consists of direct observation
of students’behavior during learning activities, initial
assessment via quizzes or short examinations, and the
use of applicable learning style surveys, such as the
VARK Questionnaire. At this point, the teacher creates
resources tailored to the needs of the pupils, such as text
modules, videos, and interactive media.
2.1.8 Material Enrichment
At this stage, students explore the learning subject through
project activities and discussions. The teacher prepares
students to analyze cultural values by relating academic
subjects to their culture. Students can use videos to docu-
ment their project progress (Supporting SDT).
2.1.9 Reflection and Application
At this stage, students are expected to reflect on their activ-
ities and consider how the subject might be applied in
4Asnawi et al.

everyday life. The teacher urges pupils to be able to apply
the information and knowledge they have received so that
they can see how the learning has benefited them. The
teacher instructs the students to write their reflections in
a digital journal or video log, commonly known as vlog.
2.1.10 Authentic Assessment
The teacher evaluates students’comprehension utilizing
the digital project or portfolio technique about the ethno-
social values discussed. The examination focuses on stu-
dent's capacity to connect academic concepts to the cul-
tural and social variety around them.
2.1.11 Evaluation and Follow-Up
At this stage, the teacher is expected to assess the entire
learning process. This procedure seeks to allow the teacher
to take post-learning action, such as offering assistance or
enrichment. This follow-up aims to ensure that students
internalize their national values and local culture (SEL
Framework).
Other components, such as the social system, are col-
laborative, allowing students to learn through interactions
with their classmates. Meanwhile, according to Vygotsky’s
ZPD theory, teachers serve as facilitators, offering scaf-
folding to assist students in understanding complicated
concepts. The reaction principle highlights the need for
responsive teachers who provide positive feedback to
keep students motivated and assist them overcome
learning challenges. The support system includes learning
technologies, culturally appropriate resources, and teacher
training. TPACK-based learning is supported by technolo-
gies such as digital devices and the internet. Meanwhile,
culture-based materials, align with the idea of SDT, and
allow students to become more connected to the local cul-
ture. One of the objectives of teacher training is to provide
them with necessary pedagogical and technology skills. By
mixing local cultural components into digital learning and
developing critical thinking abilities, this education style
attempts to increase students’academic comprehension
and widen their national horizons. Social-emotional educa-
tion (SEL) principles assist students in developing social-
emotional qualities such as empathy, tolerance, and coop-
erativeness. They are also taught to value differences, raise
social awareness, and develop their national identity by
researching local cultures and working in groups.
This ethnosocial-based differentiated digital learning
model is utilized as a teaching tool to help students in
elementary schools increase their nationalistic under-
standing. Experts validated the learning model and veri-
fied it was suitable for use.
2.2 Insight of Nationality
National insight is a collective view that represents a
nation’s identity, values, and ideals in the context of soci-
etal, national, and state life. Nationalistic insight in educa-
tion seeks to teach a love of country, an understanding of
the need for unity, and a willingness to protect national
values (Sartono, Jerusalem, & Rahmawati, 2021). Nationa-
listic insight includes not only cognitive aspects such as
knowledge of the nation, but also emotional aspects.
Three main indicators can be used to measure national
insight (Rahmanto & Yani, 2015; Widayanti, Armawi, &
Andayani, 2018), namely:
2.2.1 Sense of Nationality
A sense of nationality is the belief that we are one country
because of our shared history, challenges, and sense of
belonging, as well as our shared ideas, hopes, and ideals
for the future.
2.2.2 Understanding of Nationality
Nationalism includes an understanding of what a nation is,
including its identity, values, and the history of the forma-
tion of the State, including the struggle for independence.
2.2.3 Spirit of Nationality
National spirit is the motivation to maintain national
values and foster strong nationalism in the face of global
challenges. It also includes the ability of the nation to
remain united and adapt to the times.
Nationalistic insight education is critical in the educa-
tion system for developing a young generation that is not
only intellectually superior but also has a love for the
country and the courage to protect the nation’s integrity
(Setiawan & Wulandari 2020). Nationalistic insight educa-
tion is extremely crucial in primary school, as students
begin to realize their cultural identity and nationalism
principles. Learning about nationalistic insights helps chil-
dren understand their choice to select what they want.
Ethnosocial-Based Differentiated Digital Learning Model 5

In this study, three indicators of nationalistic insight –
a sense of nationality, understanding of nationality, and
spirit of nationality –are used to measure the overall
nationalistic insight of elementary school students.
3 Research Methodology
This is a quasi-experimental study, using a nonequivalent con-
trol design. This research addresses the hypothesis, specifically:
•Ho: There is no difference in the average disaster insight
between students who follow conventional learning (con-
trol class) and students who follow the ethnosocial-based
differentiated digital learning model (experimental class).
•H1: There is an average difference in disaster insight
between students who follow conventional learning (con-
trol class) and students who follow the ethnosocial-based
differentiated digital learning model (experimental class).
This study included 600 Indonesian primary school
students in grade 5. A total of 300 elementary school stu-
dents were divided into two groups: the control group,
which learned conventionally, and the experimental
group, which learned using an ethnosocial-based differen-
tiated digital learning model.
The sampling approach utilized in this study was pur-
posive sampling. This purposive sample strategy was
adopted to ensure that the elementary school students
engaged met the research objectives. Etikan, Musa, and
Alkassim (2016)defined purposive sampling as a sampling
technique in which researchers purposefully pick samples
to satisfy certain research objectives. The reasons for
selecting this purposive sampling technique include:
3.1 The Research Focused on Grade 5
Elementary School Students
The research participants are focused on grade 5 elemen-
tary school students in this study because at this level
students have started a deeper nationality and are fol-
lowing the research objectives related to national insight.
3.2 The Research was Conducted in Schools
with Sufficient Access to Technology
The selected schools have sufficient access to technology
for the digital learning process, such as computers, laptops,
tablets, or smartphones, and also have adequate internet
network access. The availability of these tools aims to
ensure that the learning process follows the plan.
3.3 Schools Willing to Participate
Only students and schools eager to participate in this
learning process are selected with formal consent from
students and parents.
This purposive sampling strategy guarantees that the
sample’s characteristics match the research context,
allowing the study’s results to demonstrate the effective-
ness of the learning model.
The sample size was 600 primary school students,
selected based on the population’s availability in the
research location and the requirement to ensure that the
results collected could be statistically accounted for. In this
study, the number of students was determined by splitting
them equally into experimental and control classes.
Students are not randomly assigned to experimental
or control classrooms during group assignments. Grouping
is based on the existing classes in each school. However,
during the grouping procedure, researchers ensured that
the features of the experimental and control classes were
equal by considering students’social–economic–cultural
and socioeconomic values to retain the validity of the
results.
The data collection process comprises a test. The ques-
tionnaire used to assess nationalistic insight includes 30
multiple-choice questions and 6 descriptive questions.
This tool was created using three key indicators of national
insight: a sense of nationality, understanding of nation-
ality, and spirit of nationality. The explanation of these
indicators can be found in Table 2.
The instrument was developed using literature on
nationality education and nationalism perspectives.
Three civic education specialists validated the tool to
ensure the above factors were appropriately portrayed.
The experts determined that the questions were legitimate
and appropriate for usage. Following expert validation, the
test was evaluated with a pilot test of fifty students outside
the main sample. All questions were considered valid
when the analysis revealed that the r-count value was
greater than the r-table value (0.159). According to the
reliability measurement, the questions showed a very
high level of consistency in measuring nationalistic insight,
getting a score of 0.973.
The primary data processing methods used were the
paired sample t-test, effect size test, and independent
sample t-test, all performed with SPSS 29. Interviews with
6Asnawi et al.

primary school students provided further data. This inter-
view attempts to learn about primary school kids’experi-
ences using an ethnosocial-based digital learning model.
The interviews focused on how students saw the model,
how they found it useful, how they coped with obstacles,
and which learning components helped them understand
nationalistic insights the best. Students from the experi-
mental group with diverse learning styles and academic
backgrounds were purposefully chosen for the interviews.
At the end of the learning session, interviews were held in
person, lasting 10–15 min for each student. Data were col-
lected and analyzed using thematic approaches to identify
relevant themes or patterns.
4 Research Results
After receiving 2 days of instruction, teachers adopted the
ethnosocial-based differentiated digital learning model with
their students. During this training, teachers are taught
syntax, the social system, the reaction principle, the support
system, instructional impact, and accompanying impact.
Teachers are also instructed on how to use digital platforms,
construct customized learning, and incorporate local cul-
tural components into learning activities.
After receiving training, teachers were expected to
implement the learning model. Teachers in the experi-
mental class used an ethnosocial-based differentiated
digital learning approach, whereas teachers in the control
class used a conventional learning model. The implemen-
tation process lasted 6 months. During the implementation
of the teacher learning model, monitoring was carried out
to ensure that the teacher’s learning was consistent with
the developed model. Three major approaches were used
to monitor the fidelity of the model implementation. First,
researchers conducted direct observation for half of the
learning session to check that the model’s implementation
phases were consistent with the design. Second, teachers
were requested to complete an evaluation sheet after each
learning session to record the activities completed, the
problems faced, and the level of student participation.
Third, at the end of each week, teachers meet to discuss
the model’s implementation progress.
In the experimental class, students learned through an
ethnosocial-based differentiated digital learning approach
that included an introduction, initial exploration, learning
differentiation, material deepening, authentic assessment,
evaluation, and follow-up. In one example of implementing
an ethnosocial-based differentiated digital learning model,
at the start of the learning process in the introduction
stage, the teacher conveyed the learning theme “Cultural
Diversity of the Archipelago”and learning objectives:
understanding local cultural values and connecting them
to national insight. As a practical step, teachers could use
folktales from the student’s study area. Students in West
Sumatra, for example, can use the narrative of Batu Malin
Kundang as a lesson starter. The teacher also displayed a
short video about local traditions, such as traditional
dances or usual ceremonies, to capture students’interest
and explain how this learning relates to their daily lives.
At the initial exploration stage, students were
requested to share their basic understanding of their
respective local cultural traditions through short talks or
presentations. Students from Java, for example, may dis-
cuss batik, but those from Bali may discuss the ngaben
Table 2: Indicators of nationalistic insight
Indicators of nationalistic
insight
Definition Measured aspects
Sense of nationality The awareness that we are one nation constructed by history,
struggle, togetherness, and a sense of commonality, as well as
common perspectives, goals, and ideals for the future
•Appreciating national symbols such as the
flag, national anthem, and coat of arms;
•Realizing the importance of unity;
•Feeling proud to be part of the Indonesian
nation
Understanding of
nationality
Understanding a nation entails understanding its identity, beliefs,
and plans, as well as learning about Indonesia’s independence
•Knowledge of Indonesian history and the
principles of Pancasila
•Awareness of the power of the nation’s
cultural diversity
Spirit of nationality The ability to defend national principles, confront dangers, and
foster a strong nationalism are all manifestations of national
motivation and resilience
•Desire to maintain unity amid diversity
•Desire to contribute to nation-building
•Resilience to maintain national values when
facing global challenges
Ethnosocial-Based Differentiated Digital Learning Model 7

heritage. Teachers utilize a digital platform like Padlet to
generate the cultural map and collect the replies from their
students. To help students understand, teachers showed
interactive videos or 3D simulations of traditional musical
instruments and houses. This technique allows educators
to obtain a deeper knowledge of their students’various
levels of comprehension and cultural experiences, which
serves as the foundation for implementing learning
differentiation.
At the learning differentiation stage, teachers sepa-
rated students into groups based on their learning styles
(which had been identified at the beginning of school) and
level of comprehension. For example, students who use
visual learning styles are given materials about local tradi-
tions and infographics. Meanwhile, students who use
kinesthetic learning styles are given video instructions to
make simple batik. In addition, students who use reflective
learning styles are given narrative texts about local culture
to examine its cultural values. Furthermore, teachers pre-
sented real-life examples of how traditional ceremonies
represent values of togetherness and community service,
all are linked to academic concepts such as national insight
in Civic Education.
During the material deepening phase, students were
invited to collaborate in groups to develop projects that
connected academic concepts with local culture.
Examples of projects included creating a digital presenta-
tion on “The Role of Local Culture in Maintaining National
Unity”and developing a short video documentary of tradi-
tional practices in each region, along with an appraisal of
its values. Teachers provided video lessons to help students
comprehend the project.
The following stage is reflection and application.
Students should reflect and apply what they have learned.
The teacher asked them to record their reflections in
digital journals or video logs (vlogs). One recommended
reflection question is, “What lessons did I learn from this
traditional ceremony?”How can I apply this principle in
my daily life? Students were invited to plan a school
activity that included different local cultures, such as a
cultural festival or a traditional attire competition.
During the authentic assessment phase, teachers
assessed students’learning through portfolios or digital
projects that included ethnosocial values. Students, for
example, produced an interactive infographic depicting
local traditions while keeping national principles in
mind. A pre-prepared criteria was utilized to examine stu-
dent’s capacity to connect academic concepts to local cul-
ture. Finally, evaluation and follow-up occur. The teacher
thoroughly reviewed the learning process, noting the
approaches’strengths and faults. Furthermore, teachers
provided enrichment to students who had a strong under-
standing of the culture, such as in-depth discussions
regarding the role of culture in the formation of national
identity. Teachers also gave extra support to less engaged
students, such as through more focused individual talks.
In conventional classrooms, learning starts with an
introduction from the teacher to express the learning
theme and objectives. The teacher then presented the
materials to the students. Following the presentation, stu-
dents were given tasks based on the subject presented. In
the final stage, the teacher conducted a perception equa-
tion with students, which involved ensuring that pupils
understood the content equitably through discussion or
question-answer sessions that focused on the most signifi-
cant parts of the subject acquired. Following that, the tea-
cher evaluated the exercises that the students completed.
This evaluation was conducted using a test designed to
examine students’nationalistic insights, with a focus on
their ability to connect academic topics to relevant local
and national cultural values.
At the end of the learning process, each class was
assessed for nationalistic insight using a prepared test.
Table 3 of the data tabulation displays the findings of the
measurement of nationalistic insight.
Table 3 data tabulation shows the scores earned by
students in the control and experimental classes. Further-
more, the normality measurement is performed to
determine whether the data being utilized is normally dis-
tributed, which is required for further measurements. The
Kolmogorov-Smirnov computation is used in this nor-
mality test since the calculated sample exceeds 100
Table 3: Data tabulation
NMinimum Maximum Mean Std. deviation
Pre-test experiment 300 43.33 63.86 45.86 2.173
Post-test experiment 300 86.33 94.33 91.26 2.492
Pre-test control 300 42.43 60.56 45.16 2.475
Post-test control 300 44.93 71.33 53.33 2.582
Valid N(listwise) 300
8Asnawi et al.

samples. Table 4 displays the results of the normality test
calculations.
From Table 4, the normality test results in the Sig value
section show that the Sig value is greater than 0.05. This
result shows that all classes are normally distributed.
These results indicate that the following measurement,
the paired sample t-test, can be performed. The paired
sample t-test compares two data sets to determine whether
there is a difference between pre-test scores and post-test
scores. The paired sample t-test was used to compare the
control and experimental groups in terms of enhancing
students’nationalistic insight.
This test is specifically designed to answer the question
of whether the ethnosocial-based differentiated digital
learning approach influences primary school students’
nationalistic insight. The calculation results are shown in
Table 5 of the paired sample t-test findings.
Table 5 shows that the Sig. (two-tailed).000 is less than
0.05. This finding demonstrates that there is an average
difference between the Pre-test Experiment and Post-test
Experiment groups. This research suggests that the ethno-
social-based differentiated digital learning paradigm has
an impact on primary school students’nationalistic insight.
In pair 2, the Sig. (two-tailed) score is 0.212, which is greater
than 0.05. This finding demonstrates that there is no dif-
ference in the average between the Pre-test Experiment
and Post-test Experiment groups. This finding demon-
strates that conventional learning models do not affect
elementary school kids’nationalistic insight.
The next measurement is effect size. The purpose of
this measurement is to determine the amount of influence
that an ethnosocial-based differentiated digital learning
model has on primary school pupils’nationalistic insight.
Table 6 shows the effect size calculations.
Table 6 shows that the ethnosocial-based differen-
tiated digital learning model has a considerable influence
on the nationality of elementary school children, as indi-
cated by an R-value of 0.883. The RSquare value also indi-
cates that the deployment of ethnosocial-based differen-
tiated digital learning models influences 84.3% of
elementary school kids’nationality insight, with the
remainder influenced by other factors. Given the effect
size, it is possible to conclude that using an ethnosocial-
based differentiated digital learning paradigm has a con-
siderable impact on elementary school kids’nationalistic
insight.
To sharpen the findings, an independent sample t-test
was used. Previously, a homogeneity variance test was
performed as a basic assumption need. Table 7 displays
the homogeneity test calculations as follows:
According to the calculation findings in Table 7, the Sig.
Value in the based on mean section is 0.218 higher than
0.05. This finding indicates that both data sets are derived
from homogeneous data. After determining that the group
has a homogeneous variance, the paired sample t-test can
be performed. The paired sample t-test compares the natio-
nalistic insights of students in the control and experi-
mental groups. In particular, the calculation seeks to
answer the question “Is there a difference in the nationa-
listic insight of elementary school students between the
group that learns using the ethnosocial-based differen-
tiated digital learning model and the group that learns
using the conventional learning model?”The data com-
pared is the data obtained after the learning process
Table 4: Normality test results
Class Statistic df Sig.
Nationality insight Pre-test experiment 0.283 300 0.111
Post-test experiment 0.193 300 0.131
Pre-test control 0.272 300 0.134
Post-test control 0.251 300 0.152
Table 5: Paired sample T-test results
Mean
difference
Std.
dev
Std.
error
mean
95% Confidence interval
of the difference
tdf Sig. (2
tailed)
Lower Upper
Pair 1 Pre-test experiment –Post-
test experiment
54.392 3.492 0.420 22.039 33.382 47.392 299 0.000
Pair 2 Pre-test control –Post-test
control
0.837 1.212 0.192 1.320 1.392 5.492 299 0.212
Table 6: Effect size calculation results
Model RRsquare Adjusted
Rsquare
Std. error of
the estimate
1 0.883
a
0.843 0.434 0.972
Ethnosocial-Based Differentiated Digital Learning Model 9

occurrence (post-test). The independent sample t-test find-
ings are as follows:
In Table 8, the sig. value is 0.000. This sign value is less
than 0.05. This finding indicates that there is an average
difference in nationalistic insight between elementary
school students who learn using an ethnosocial-based dif-
ferentiated digital learning model and elementary school
students who learn using a conventional learning model.
This difference is also evident in the post-test results of the
experimental and control classes in Table 1. To make things
easier, refer to Figure 1.
Figure 1 shows that students in the control class
(learning with conventional learning models) had a lower
average score (53.33) than students in the experimental
class (91.26) (learning with ethnosicial-based differentiated
digital learning model). This significant distinction
demonstrates the effectiveness of the ethnosocial-based dif-
ferentiated digital learning model in enhancing students’
nationalistic insight. This figure clearly shows that students
who learn utilizing an ethnosocial-based differentiated
digital learning approach are influential and effective in
improving elementary school students’nationalistic insight.
The results of this calculation also show that students
with diverse learning styles have a higher value of national
insight when they learn utilizing an ethnosocial-based dif-
ferentiated digital learning model. The figure below illus-
trates this.
Figure 2 shows that the average national insight score
increased significantly across three types of learning
(visual, auditory, and kinesthetic). For example, students
with a visual learning style had an average pre-test score of
45.5, which improved to 90.5 on the post-test. Students with
auditory (45.9–91) and kinesthetic (46.18–92.28) learning
methods showed similar increases.
This finding indicates that the ethnosocial-based differ-
entiated digital learning model can assist students with
diverse learning styles in better understanding the subject
provided and improving their nationalistic perspective.
Thus, the findings of this study support the notion that
the ethnosocial-based differentiated digital learning
Table 7: The homogeneity test results
Class Statistic df df2 Sig.
Disaster
awareness
Based on mean 104.392 1 598 0.218
Based on media 92.871 1 598 0.432
Based on median
and with
adjusted df
92.871 1 114.942 0.214
Based on
trimmed mean
104.291 1 598 0.293
Table 8: Independent sample t-test results
Levene’s test for equality of variance
FSig. tdf
Nationality
insight
Equal variances
assumed
123.642 0.000 71.027 382
Equal variances
not assumed
71.027 101.482
Control Class Experiment Class
Average 53.33 91.26
0
10
20
30
40
50
60
70
80
90
100
Figure 1: Control class and experimental class scores.
10 Asnawi et al.

paradigm improves elementary school kids’nationalistic
insights, regardless of their learning styles.
5 Discussion
Overall, this study demonstrates that an ethnosocial-based
differentiated digital learning strategy improves elemen-
tary school students’nationalistic insight. This study pre-
sents an innovative approach to increasing students’
nationalistic awareness by merging digital technology
with their ethnosocial (social and cultural) background,
which has not previously been studied by scholars. Ricoy
and Sánchez-Martínez (2022) found that using a digital
approach with gamification can improve ecological aware-
ness and digital literacy among elementary school students
in Spain. However, the study only focuses on environ-
mental awareness and does not consider ethnosocial
aspects. Research conducted by Kiwango (2020) examined
the integration of technology during out-of-school learning
in Tanzania, to improve academic achievement. The study
focuses on the importance of contextualizing technology in
the school learning process without linking it to national
insight dimensions. Guo’s research (2023) investigated
digital learning models within the context of macro-educa-
tion changes that aim to boost students’digital abilities and
innovation. This study claims that academic learning has
improved, however, it does not investigate ethnosocial
components.
Chen et al. (2017) investigated how a mobile-based
learning approach may improve primary school pupils’
metacognition awareness. This learning style can promote
metacognitive awareness, involvement, and academic
accomplishment, but it does not address ethnosocial and
national insight. Castañeda, Marín, and Villar-Onrubia
(2023) research underlined the significance of building cri-
tical digital literacy abilities in prospective educators in
Spain. This study attempted to improve digital skills and
teacher education, but it did not look at digital learning
through a more nationalistic view, as this one did. As a
result, this study presents an innovative contribution by
merging differentiated and ethnosocial approaches in the
digital learning process designed to increase primary
school kids’nationalistic insight. This discovery is signifi-
cant for the learning process in primary schools because
there is currently limited study linking digital learning
technology with ethnosocial aspects (local culture) in the
context of growing national insight.
5.1 Effectiveness of Ethnosocial-Based
Differentiated Digital Learning Model
The ethnosocial-based digital learning model is useful for
elementary school kids in enhancing nationalistic under-
standing because it connects learning concepts to students’
cultural identities. This model can make the subject more
relevant and contextual to students. Elementary school
Visual Auditory Kinesthec
Pre-Test 45.5 45.9 46.18
Post-Test 90.5 91 92.28
0
10
20
30
40
50
60
70
80
90
100
Figure 2: Mean score of nationalistic insight based on learning style of elementary school students.
Ethnosocial-Based Differentiated Digital Learning Model 11

students are children in the developmental stage, during
which they begin to establish a basic awareness of them-
selves, their culture, and their social surroundings. During
this stage, students will benefit from contextual learning to
fully comprehend content (Kenedi, Helsa, Ariani, Zainil, &
Hendri, 2019; Zainil, Kenedi, Indrawati, & Handrianto,
2023). Ethnosocial-based learning capitalizes on the unique
characteristics of local culture by connecting subject
matter to components such as folklore, traditions, and
values that students are familiar with. This technique
makes academic and national concepts more understand-
able and relevant to student’s daily lives, resulting in a
more integrated and natural learning experience.
Using an ethnosocial approach will naturally boost
students’comprehension of multiculturalism, which is a
critical component of national education (Sahudra,
Kenedi, & Asnawi, 2023). In a multicultural country, local
culture-based learning will help students appreciate the
differences between ethnic groups (Yuldashbayevna,
2020). Using this method, they will learn to appreciate cul-
tural diversity, which is part of the wealth that must be
preserved. In addition to improving national insight, this
strategy can foster the values of tolerance and respect for
others. For example, when teaching students the notion of
mutual collaboration, teachers can tie it to local cultures
and social customs that demonstrate the significance of
togetherness, allowing students to readily understand the
concept not just theoretically but also contextually.
This ethnosocial-based digital learning model offers
additional advantages over conventional learning in that
it may awaken students’interest in learning and engage
them in the learning process. Teachers can employ tech-
nology to present lessons interactively, beginning with
multimedia, learning videos, and simulations that incorpo-
rate cultural components (Ramadhani, Sahudra, & Kenedi,
2024). In general, elementary school students choose
visually stimulating and engaging activities. This activity
can be aided by technology-based learning. Additionally,
the digital technology-based learning method enables stu-
dents to learn through various customized learning experi-
ences. For example, digital games designed to honor the
efforts of heroes or teach students about the history of the
country will be more appealing to them than having them
read or hear explanations from teachers.
Digital techniques also offer the flexibility required for
differentiated learning. Every primary school student has
unique learning preferences and styles (Asnawi et al.,
2023). By optimizing this technology, teachers can deliver
learning materials that are suited to their students’learning
styles. Teachers can design learning stages with varying
levels of difficulty. This technique is designed to allow pupils
to learn according to their capacities. For example, students
who are slow to grasp the material can be helped by the
teacher providing additional videos or material that stu-
dents can use to understand learning, whereas students
who quickly master the material can be helped by assigning
more difficult tasks that require more creativity related to
local culture in depth. This technique allows students to
learn according to their ability without feeling burdened.
Ethnosocial digital learning can also help students
improve their social skills. During this learning process,
students will participate in collaborative activities such
as group projects highlighting local culture or social activ-
ities relating to nationality. Activities like this teach stu-
dents about the nature of cooperation, how to exchange
ideas, and how to respect the perspectives of others, all of
which can indirectly improve students’social skills
(Bassachs, Cañabate, Serra, & Colomer, 2020; Salimi & Dar-
diri, 2021). For example, students might collaborate in the
form of project activities to explore their own culture as
well as the cultures of others, allowing them to learn that
each existing culture has its own uniqueness and impor-
tance in society.
As a result, the ethnosocial-based digital learning
model is highly effective at increasing elementary school
kids’nationalistic insight. This learning model is not only
contextual and relevant to students’local culture but also
employs a technology-based learning strategy that appeals
to and supports students’diverse learning styles. The com-
bination of numerous approaches can help primary school
pupils build important learning skills while also instilling
tolerance and nationalism. This learning approach is not
only focused on the academic process, but it also contri-
butes to the formation of student character values, which
have an impact on elementary school kids’national
understanding.
5.2 The Role of Differentiated Learning in
Enhancing Students’Nationalistic
Insight
The role of diversified learning in this learning style influ-
ences elementary school students’national understanding.
Differentiated learning is the adaptation of the learning
process to the needs of students depending on their level
of ability, interest, and learning style (Faigawati et al., 2023;
Mulyawati, Zulela, & Edwita, 2022). This unique method is
essential in nationality education since the abstract con-
cept of nationality requires a strategy that students can
easily understand. Elementary students are often in the
12 Asnawi et al.

process of developing their cognitive and emotional com-
ponents, therefore a variety of approaches are required to
absorb knowledge (Achmad, Rachman, Aras, & Amran,
2024). Some students may learn more quickly through
visual images, but others would learn best through direct
experience or simply listening. With this diversified
learning method, teachers can tailor the learning process
(materials and teaching materials) to their students’dis-
tinctive characteristics, resulting in more meaningful and
effective learning.
Differentiated learning also assists students in under-
standing complex ideas in nationalistic insight by making
the information more relevant to their lives. Differentiated
learning allows teachers to tie a subject to real-life situa-
tions and cultures that students are familiar with (Cornett,
Paulick, & van Hover, 2020). For example, by learning
about cooperation, teachers might use examples from local
cultures, such as community work or traditional ceremo-
nies, to demonstrate cooperation. This technique allows
students to not only study conceptually but also connect
the learning process to real-world situations, making it
easier for them to understand.
Differentiated learning also allows for the utilization
of many types of media and learning formats. Some stu-
dents may learn the concept of nationality more quickly
through stories containing national values, whilst others
may understand information more rapidly through movies
and visual images showcasing the cultural diversity of
Indonesians. Teachers can offer the subject in many formats,
such as folklore or documentary movies. This approach
makes nationality lessons more vivid, relevant, and under-
standable for children with diverse learning styles.
Differentiated learning is also vital for ensuring that
children learn effectively within their developmental
zones. Each student’s knowledge varies, particularly
when it comes to abstract, contemplative notions like
nationalistic insight. The key aim of differentiated learning
is to modify the level of learning difficulty based on stu-
dents’academic abilities. Students with greater abilities
may be assigned more difficult activities, such as con-
ducting cultural studies in other regions or writing essays
on the importance of unity in the face of diversity. Students
who require more attention can be provided with easier
material, either by analogy, videos, or simple ways adapted
to student needs. This learning technique allows them to
learn according to their ability without feeling burdened.
This individualized learning also keeps students from
becoming bored or frustrated while trying to master diffi-
cult concepts. Those who learn the topic quickly can be
assigned extra assignments, whilst individuals who
require more attention can be assigned information in a
simpler format. Differentiated learning guarantees that all
students are engaged and have a vested interest in fully
comprehending the material.
Differentiated learning also adapts to students’
learning styles, which increases students’interest and
motivation to improve national insight. The fact that all
students learn in the same way; some learn best through
verbal engagement, while others prefer writing or hands-
on activities. The ethnosocial approach allows teachers to
encourage learning approaches that are appropriate for
their student’s learning patterns. For example, students
with visual preferences like to watch videos on nationality,
students with audio preferences prefer to listen to tales
about nationality, and kinesthetic learners prefer role-
playing. With this diversity of options, students will be
motivated because the learning approach corresponds to
how they grasp the topic. This personalization will help to
retain student demand for educational resources. When
students feel valued in a learning process that is adapted
to their learning style, they will be able to learn the content
more effectively (Palieraki & Koutrouba, 2021). This type of
approach is essential in the process of improving nationa-
listic insight because it teaches the abstract concept of
nationalistic insight in an enjoyable way. This diversified
learning technique allows students to learn in a way that is
comfortable for them, which increases student motivation
to develop nationalistic insight.
The customized approach in the ethnosocial learning
model also helps kids acquire a sense of pride in their
cultural identity. Cultural variety is a source of national
pride. The practice of incorporating local cultural elements
into learning and offering actionable examples of culture
will help pupils feel proud of their heritage. When culture
is included in the learning process, children feel respected
for their culture, which fosters a sense of pride and respect
for other cultures. This method will result in tolerance
because they perceive diversity as a resource that unites
rather than a source of conflict. Thus, ethnosocial-based
differentiated learning not only enhances students’intel-
lectual understanding of nationalism but also strengthens
their national identity. Nationality learning that is adjusted
to individual learning styles will connect students to the
learning process, allowing the concept of nationality to
become more than simply a theory but also a part of their
identity as citizens who value variety.
As a result, the ethnosocial-based digital learning
model is very sufficient in meeting students’needs tailored
to their circumstances, increasing students’understanding
of national insight, and instilling a sense of pride in culture
while respecting the culture of others to improve students’
national insight. This learning method is not only easier to
Ethnosocial-Based Differentiated Digital Learning Model 13

understand, but also more meaningful because it is
adjusted to students’learning styles, talents, and cultural
backgrounds. This learning strategy assures relevant and
inclusive national education while also supporting char-
acter development by students’social and cultural circum-
stances, resulting in increased nationalistic insight.
5.3 The Influence of Digital Technology on
Nationalistic Insight
Digital technology plays a significant role in improving
student engagement in nationalistic insight learning.
When applied normally, nationalistic insight is regarded
as a vague, tedious, and uninspiring learning experience.
Technology-based learning can capture primary school
kids’attention since it is relevant to their daily experiences
(Arwin, Kenedi, Anita, Hamimah, & Zainil, 2024; Zainil,
Kenedi, Rahmatina, Indrawati, & Handrianto, 2024). The
technology-based learning method can help students par-
ticipate in various activities by providing engaging media
and tools. The use of technology in pride learning, such as
animation, 3D graphics, and interactive videos, will pro-
vide a strong visual learning experience. Students will
grasp abstract themes of pride, such as unity, diversity,
and national identity, more tangibly. For example, to grasp
the process of national struggle, students can view docu-
mentary videos, which allow them to understand and feel
the event. This technique will assist them to improve their
comprehension and memory of the event. Students can
better comprehend the role of local culture in establishing
a stronger nation by visualizing historical events, national
figures, and cultural variety.
Interactive movies used in this learning model play an
essential part in boosting primary school pupils’national
awareness. Interactive movies can inspire elementary
school students to participate in the learning process by
asking questions while they watch (Hapsari & Hanif, 2019;
Kenedi, Anita, & Afrian, 2023). Interactive movies offer his-
tory and culture, requiring students to make decisions and
accept responsibility for their choices. Students, for
example, can choose the actions of a hero in a crisis during
the independence war or strengthen local practices from
various regions of Indonesia. Using interactive videos, chil-
dren will be able to participate emotionally and cogni-
tively, sense the significance of nationality, and experience
an environment that is familiar to them, making them feel
more connected to the material.
The digital simulation of this learning technique also
influences nationalistic insight. The simulation technique
allows students to realistically experience the processes of
culture, history, and national values. For example, simula-
tions aimed at demonstrating the process of life prior to
independence or cultural interaction in Indonesia can
provide students with a new perspective on unity and tol-
erance. Simulations can help students gain hands-on experi-
ence (Poultsakis, Papadakis, Kalogiannakis, & Psycharis,
2021; Tigowati, Efendi, & Budiyanto, 2017). Students can
experience the challenge and importance of national prin-
ciples, transforming nationhood from a theoretical concept
to a way of life. Digital simulations can help people explore
and comprehend culture entertainingly, increasing curiosity
about nationalistic insights (Gebreheat, Whitehorn, &
Paterson, 2022; Nafıdı, Alamı,Zakı,ElBatrı,&Afkar,2018).
Digital technology also enables project-based or colla-
borative learning, which improves students’nationalistic
understanding. Students can collaborate via internet plat-
forms on assignments, conversations, or projects about
national history, traditions, culture, and all other nation-
alism-related topics. The collaboration not only broadens
elementary school children’s nationalistic insight but also
teaches teamwork and appreciation for diversity.
Overall, in the modern era, digital technology makes
primary school children’s learning experiences more inter-
esting. Students can gain patriotic insights by using digital
technologies like multimedia, interactive movies, and
digital simulations. Students study not only the idea of
nationalism but also how to apply it.
5.4 Potential, Practical Recommendations,
Challenges, and Obstacles
The ethnosocial-based differentiated digital learning model
aims to improve students’understanding of their country
by infusing elements of local culture into their digital
learning experience. This method teaches students not
only academic material but also cultural values that reflect
the nation’s identity. Folklore, national symbols, and social
customs are immediately integrated into the lessons, fos-
tering a deep bond between students and their cultural
context (Sugara, 2022).
The incorporation of local cultural components into
digital learning allows learners to recognize and value
Indonesia’s cultural diversity. This enhances pupils’sense
of nationhood, making them proud to be citizens while also
teaching them the values of the nation’s ideology and
struggle for independence. This process also promotes a
spirit of nationhood, encouraging people to stay together
and contribute to the country’s success.
14 Asnawi et al.

The concept also offers students contextual, relevant,
and adaptive learning possibilities using digital technolo-
gies. The concept broadens students’nationalistic perspec-
tives and trains them to be a generation that loves their
homeland and can handle issues globally without losing
their national identity. Culture-based activities adapted to
students’learning styles and skills assist pupils in con-
necting national values to everyday concerns (Istika,
Hartono, & Siswanto, 2024).
This study can be utilized as a practical recommenda-
tion for policymakers, educators, and curriculum develo-
pers to create more relevant and contextualized education.
Policymakers should promote the incorporation of local
cultural components into the national curriculum, as well as
develop school technological infrastructure to support the
deployment of various digital learning methods. Educators
should receive specialized instruction on how to incorporate
digital learning into local culture. They should also develop
strategies that address the specific needs of students to
broaden their national horizons. Curriculum creators should
build a curriculum that blends technology and national values,
and then perform periodic evaluations to ensure that this
learning model is relevant in enhancing students’national
identity. By applying these recommendations, it is expected
that this learning approach will improve students’nationalistic
insights and prepare them to handle larger global concerns.
In diverse educational contexts, ethnosocially differen-
tiated digital learning models confront numerous obstacles
and barriers. Inequitable access to technology is one of the
major challenges. Lack of technology infrastructure can be
a significant barrier to implementing this strategy in some
areas, particularly in remote areas. Restrictions include
limited equipment, insufficient internet connectivity, and
a lack of technological training for teachers.
The effectiveness of this model can also be affected by
students’cultural and social differences. Students from
varied cultural origins may struggle to identify the local
cultural features included in their studies. As a result, the
cultural components taught must be customized to the dif-
ferent social contexts of each region.
In addition, there are concerns about teachers’cap-
ability and ability to apply this model. To apply a tech-
nology-based and ethnosocial learning model, teachers
must not only be technologically adept but also comprehend
different cultures and national insights. Without adequate
preparation, teachers may struggle to manage learning that
incorporates digital features and local culture.
As a result, this model has the potential to significantly
boost students’national insight. However, additional
efforts are required to address issues such as technological
accessibility, teacher preparedness, and cultural diversity.
6 Conclusion
This study demonstrates how an ethnosocial-based differ-
entiated digital learning model influences primary school
students’nationalistic insights. Those who learn through
an ethnosocial-based differentiated digital learning
approach have a higher level of nationalistic under-
standing than those who learn conventionally.
7 Research Limitations
Some drawbacks to this study should be noted. First, this
research was developed as a quasi-experiment. This means
that students were not randomly assigned to experimental
or control groups. This may lead to biases, such as differ-
ences in baseline characteristics between groups, affecting
the study’s outcomes. The findings of this study may not be
generalizable to different populations or educational situa-
tions, despite efforts to ensure that all students were equal
in terms of average academic grades and socioeconomic
background.
Second, to apply the digital learning model, this study
will require proper access to technology. Limited devices
or internet connections in specific regions may make it
difficult to apply this concept. Furthermore, the success
of this model is strongly dependent on the teacher’s ability
to understand the pedagogical technology content knowl-
edge framework (TPACK). This ability is required to suc-
cessfully combine technology, learning materials, and
ethnosocial approaches.
8 Research Future
Recommendation
Future research is required to address the current con-
straints and broaden the scope of the application of the
ethnosocial-based differentiated digital learning model.
One alternative study option is to create more contextua-
lized and diversified learning materials that span a
broader spectrum of ethnicity and cultural studies to fully
depict the diversity of national culture. In addition, long-
term or longitudinal studies are required to assess the
model’s impact over time, including its influence on stu-
dents’attitudes, behaviors, and nationalistic perspectives.
Researchers might also investigate the use of increasingly
innovative technologies, such as virtual reality, augmented
reality, and artificial intelligence, to make students’
Ethnosocial-Based Differentiated Digital Learning Model 15

learning experiences more engaging and immersive. This
study’s direction seeks to improve the effectiveness of
learning models in a variety of diverse educational
contexts.
Acknowledgments: We would like to express our gratitude
to the Directorate of Research, Technology, and
Community Service (DRTPM), Directorate General of
Higher Education, Research, and Technology, Ministry of
Education, Culture, Research, and Technology of the
Republic of Indonesia for supporting the funding of this
research. We also extend our sincere thanks to Universitas
Samudra for facilitating this research.
Funding information: This research is funded by the
Budget Implementation List (DIPA), Directorate of
Research, Technology, and Community Service (DRTPM),
Directorate General of Higher Education, Research, and
Technology, Ministry of Education, Culture, Research,
and Technology of the Republic of Indonesia in 2024, under
the main contract 085/E5/PG.02.00.PL/2024 and derivative
contract 455/UN54.6/PG/2024.
Author contributions: All authors contributed significantly
to the conception, development, and completion of this
research. Asnawi (Corresponding Author) led the overall
study, including conceptualization, methodology design,
and manuscript writing. Ary Kiswanto Kenedi contributed
to the theoretical framework and literature review,
ensuring a strong foundation for the study. Tengku
Muhammad Sahudra was responsible for data collection,
processing, and initial analysis. Dini Ramadhani played a
key role in designing the differentiated digital learning
model and its implementation. Ronald Fransyaigu handled
the statistical analysis and interpretation of the findings.
Asna Mardin contributed to the discussion section by
aligning the results with nationalistic insights and educa-
tional policies. Arwin provided critical revisions, proof-
reading, and final editing to enhance the clarity and coher-
ence of the manuscript. All authors reviewed and
approved the final version of the paper before submission.
Conflict interest: The authors state no conflict of interest.
Data availability statement: The data supporting the find-
ings of this study are available from the corresponding
author, Asnawi, upon reasonable request. Due to ethical
and confidentiality considerations, certain datasets may be
restricted and provided only for research purposes. Any
additional information related to the study can also be
made available upon request.
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