Evaluating Local-Wisdom-Based Teacher Professional Learning in Sumedang: Literacy–Numeracy Knowledge Gains and Inclusion Challenges

Ika Mustika Sari; Winny Liliawati; Ridwan Efendi; Nuryana; Sumarna Surapranata; Suhendiana Noor; Intan Setiawati; M Gina Nugraha; Selly Feranie; Muhamad Nur Dandy

doi:10.70211/wesw.v3i4.849

Authors

Ika Mustika Sari Universitas Pendidikan Indonesia Indonesia https://orcid.org/0000-0003-3272-1841
Winny Liliawati Universitas Pendidikan Indonesia Indonesia https://orcid.org/0000-0002-9938-618X
Ridwan Efendi Universitas Pendidikan Indonesia Indonesia https://orcid.org/0000-0002-3251-0908
Nuryana Universitas Pendidikan Indonesia Indonesia https://orcid.org/0009-0002-6395-4373
Sumarna Surapranata Universitas Pendidikan Indonesia Indonesia https://orcid.org/0009-0008-1209-1292
Suhendiana Noor Universitas Pendidikan Indonesia Indonesia https://orcid.org/0009-0007-9991-3537
Intan Setiawati Balai Besar Guru dan Tenaga Kependidikan Provinsi Jawa Barat Indonesia https://orcid.org/0009-0004-1895-3990
M Gina Nugraha Universitas Pendidikan Indonesia Indonesia https://orcid.org/0000-0001-6660-0306
Selly Feranie Universitas Pendidikan Indonesia Indonesia https://orcid.org/0000-0002-1425-2685
Muhamad Nur Dandy Universitas Pendidikan Indonesia Indonesia https://orcid.org/0009-0001-8300-6103

DOI 10.70211/wesw.v3i4.849

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Abstract

This programme evaluation examined knowledge-test changes, instructional products, and classroom implementation during a local-wisdom-based professional learning initiative for primary-school teachers in Sumedang Regency, Indonesia. From 29 August to 19 September 2026, 30 teachers from 26 public schools joined a planned 50-lesson-hour training and mentoring programme; 28 contributed complete paired assessments. The matched teachers’ mean scores increased from 68.0 to 88.4 (mean difference 20.4; t(27) = 7.65, p < .001; paired-sample d_z = 1.45); the aggregate gain calculated from the two means was 0.64. Six documented deep-learning lesson packages containing worksheets and Minimum Competency Assessment-style tasks were produced. One Grade VI open lesson and questionnaires from 25 pupils yielded a reported composite response score of 77.4%, reflecting perceptions rather than demonstrated learning gains. Reported classroom difficulties included decimal place-value errors, the translation of word problems into mathematical expressions, unequal group participation, and limited explicit treatment of cultural values. With no comparison group, unverified item-level records and limited observation coverage, findings cannot establish causal impact, equity effects, or sustained pupil outcomes. The study offers an evidence-bounded account of knowledge learning, material development, and implementation constraints that can inform more rigorous and inclusive teacher development.

Keywords

Deep Learning Literacy Local Wisdom Numeracy Teacher Competence

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