Students' Perceptions of MOTEKAR Media in Deep Learning-Oriented Cultural Education at the Senior High School Level

Abstract

Sundanese cultural literacy in secondary education is shaped by rapidly changing digital and cultural environments. This study describes senior high school students' perceptions of MOTEKAR, an analog board-game learning medium designed around mindful, meaningful, and joyful learning principles. A quantitative descriptive survey involved 160 students from four senior high schools in Purwakarta Regency who had used MOTEKAR in local-content learning. Data were collected using a five-point Likert questionnaire covering students' self-reported experiences related to cultural literacy and deep learning. The results showed positive mean responses, with cultural pride receiving the highest indicator mean (4.80). Based on the indicator values reported in Table 3, the unweighted domain means were 4.74 for perceptions related to cultural literacy and 4.55 for deep-learning experiences. Because the study relied on self-report data and purposive sampling and used a descriptive design without a pretest, comparison group, or objective cultural-literacy test, the findings reflect positive student perceptions rather than demonstrated causal effects. The results suggest that students perceived MOTEKAR as a culturally relevant and engaging medium; this educational alignment is consistent with SDG 4.7's emphasis on cultural diversity.