Self Regulated Development Learning Model Based on Local Culture to Improve Elementary School Students’ Explanatory Writing Skills

Annisa Kharisma, Tatat Hartati, Vismaia S. Damaianti, Muhammad Solehuddin, Chandra Chandra


This study aims to develop a learning model to improve elementary school students' explanatory writing skills. This development research used the Plomp model (preliminary research, prototyping phase, and assessment). Data collection techniques were carried out by interview, observation, and documentation study. The data collection tool employed was a written test sheet for students’ explanatory writing skills. After conducting a needs analysis, it was found that the explanatory writing material is new in elementary school. Thus, the students' explanatory writing skills in this study were very low. The teacher then needed a model focusing on the students' development in explanatory writing skills. This research, therefore, produced a learning model of self-regulated strategy development based on local culture to improve the explanatory writing skills of elementary school students. This model can motivate and increase students’ confidence in writing by choosing several strategies provided and measuring, analyzing, and activating early abilities, thereby increasing students’ content knowledge. The results also revealed an increase in students’ explanatory writing skills. Moreover, this special model pays attention to how to write explanatory in elementary school. Further, this model cannot only be used in elementary schools but can also be used at higher school levels. Therefore, future researchers are advised to conduct research by testing the effectiveness of learning models with similar themes at higher school levels.

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Copyright (c) 2022 Annisa Kharisma, Tatat Hartati, Vismaia S. Damayanti, M. Solehuddin

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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