International Journal of Language Education Volume 9.
Number 2, 2025, pp.
ISSN: 2548-8457 (Prin.
2548-8465 (Onlin.
Doi: https://doi.
org/10.
26858/ijole.
Blending Technology and Tradition: PjBL in ELT to Foster Self-Directed Learning Sukmawati Universitas Megarezky.
Indonesia Email: sukmar.
dilla@unimerz.
Vivit Rosmayanti Universitas Megarezky.
Indonesia & Universitas Negeri Makassar.
Indonesia Email: vivitoellah@gmail.
Sulvahrul Amin Universitas Muhammadiyah Makassar.
Indonesia Email: sulvahrul@unismuh.
Received: 3 March 2024 Reviewed: 14 April 2025-30 May 2025 Accepted: 15 June 2025 Published:30 June 2025 Abstract The integration of technology in education has revolutionized the way students learn, offering unprecedented opportunities for fostering self-directed learning (SDL).
This study explores the implementation of Project-Based Learning (PjBL) that blends technological tools with local wisdom-based educational practices to enhance self-directed learning among students.
This study employed a qualitative research design.
Thematic Analysis (TA) was used to analyze the data with the help of Nvivo R14 software.
Participants were senior high school teachers from South Sulawesi.
Indonesia, who engaged in PjBL integrated with technology and local wisdom.
The data were gathered through interviews and observations, with a focus on the integration of PjBL, technology, and local wisdom in learning.
The findings identified four primary themes such as PjBL procedures, technology integration, local wisdom integration, and impact on studentsAo SDL.
Each of the primary themes is supported by some subthemes.
The findings of this study have three practical implications.
First, incorporating local wisdom into ELT helps preserve cultural heritage while making learning more meaningful and relatable for students.
Second, integrating technology and local wisdom into PjBL can enhance student engagement and motivation, the project from familiar cultural contexts alongside interactive technological tools makes learning more appealing and enjoyable.
Furthermore, applying technology-integrated local wisdom project-based learning facilitates studentsAo SDL.
The students have opportunities to take ownership of their learning process as well as develop their collaboration skills, critical thinking, learning independence, language competence, and cultural Finally, the researchers expected this study to provide a more comprehensive understanding of how local cultural content may be applied to English language teaching.
Vol.
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Sukmawati.
Rosmayanti, & Amin Keywords: Project-based learning.
technology integration.
local wisdom.
self-directed learning.
educational innovation Introduction Integrating technology with traditional teaching methods has become a crucial strategy in the educational field to enhance student engagement and learning outcomes.
In today's fast-paced, digital environment, educators must pursue exciting approaches to teaching that engage students' interests and encourage deeper learning.
Project-Based Learning (PjBL) is a teaching method that focuses on active learning through real-world projects.
It has become widely recognized as an effective way to promote self-directed learning (SDL).
SDL, which involves learners actively assuming charge and accountability for their learning process, is crucial for the development of critical thinking, problem-solving abilities, and lifelong learning habits (Bhat & Dahal, 2.
Combining technology and PjBL creates an interactive educational environment that goes beyond traditional classroom boundaries.
This integration allows students to access a wide range of resources, collaborate with their peers, and receive feedback.
Furthermore, this integration not only caters to various learning styles but also equips students with the necessary skills for the requirements of the modern workforce where being proficient in technology and having the ability to self-manage learning are crucial .
e Reviere et al.
, 2024.
Maghiar & Brown, 2022.
Rowe, 2019.
Yamada, 2.
Studies have shown that incorporating technology in PjBL can greatly boost student motivation, engagement, and academic achievement (Aini et al.
, 2024.
Al-Abdullatif & Gameil.
Barak & Dori, 2005.
Demir & ynnal, 2021.
Kim, 2021.
LeTendre & Gray, 2024.
Malin & Rind, 2022.
Revelle et al.
, 2020.
Zhang & Hwang, 2.
For instance, digital tools can transform traditional projects into dynamic, interactive experiences.
Virtual reality (VR) and augmented reality (AR) can bring historical events to life or allow students to explore complex scientific concepts in an immersive environment.
Similarly, collaboration platforms enable students to work together seamlessly, regardless of their physical locations, fostering a sense of community and shared purpose.
Moreover, local wisdom can enhance PjBL by connecting projects to the cultural and natural contexts that are familiar to students.
In South Sulawesi, the rich cultural traditions offer valuable insights that can be integrated into educational projects.
By setting the project themes related to local wisdom, teachers can make learning more meaningful and engaging.
Integrating technology, tradition, and PjBL provides students with a comprehensive learning experience that values local contexts while preparing them for global citizenship (Rosmayanti et al.
, 2022.
Sitinjak & Rsuri, 2022.
Syahidi et al.
, 2020.
Widayanti et al.
, 2.
This fusion of technology and tradition ensures that education is not just about global competencies but also about valuing and understanding local heritage.
Despite its benefits, implementing technology-enhanced PjBL to promote SDL faces One major obstacle that must be overcome is the requirement for teachers to have adequate skills and abilities.
Teachers must possess a profound understanding of cultural awareness, particularly the local culture.
Teachers must also adjust to the integration of technology to offer more thorough assistance and encouragement to students in completing assigned projects.
In addition to that, the accessibility of technological resources such as reliable internet connections and compatible devices to facilitate efficient learning is also a significant issue.
Integrating local wisdom with a scientific approach encountered several challenges.
These obstacles included the students' lack of positive habits in actively participating during the learning process, the limited classroom time that hindered the optimal execution of the entire learning Vol.
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International Journal of Language Education process, and the difficulty in connecting relevant local wisdom to the learning material.
In line with Wulandari et al.
, .
on their study of integrating local wisdom into ELT revealed the primary challenges faced by teachers are the selection of appropriate resources related to local wisdom, organizing exercises that effectively incorporate local wisdom, and comprehending the fundamental values of local wisdom.
Overcoming these obstacles requires collaboration among teachers, students, and policymakers to create an effective learning environment (Ertmer et al.
, 2012.
Ertmer & Ottenbreit-Leftwich, 2.
Teachers should enhance their understanding of the local culture to offer more precise instructions on assignments that are varied, pertinent, and captivating for By adopting this approach, students will be significantly more inclined to carefully finish the project to the best of their knowledge and skills.
This article explores the theoretical foundation, and practical application of using PjBL to enhance SDL, with a unique focus on the influence of technology and local wisdom.
By examining the successful integration of local wisdom and technology into PjBL, this study aims to fill a theoretical gap offered by previous researchers.
Many other researchers have studied the use of PjBL in English language teaching, but not much literature has examined the integration of both technology and local wisdom into PjBL at the same time.
Literature review Project-based learning Project-based learning is a form of education that focuses on addressing specific problems and prioritizes the needs of students.
It involves structuring the learning process around projects (Markula & Aksela, 2.
This learning method distinguishes itself from conventional teaching approaches by engaging students in inquiry-based active learning experiences that enhance their linguistic and communication proficiency (Yamada, 2.
Project-Based Learning (PjBL) has become a dynamic teaching method in English Language Teaching that focuses on collaborative and student-centered learning by completing authentic, real-world projects.
It is a teaching style characterized by collaborative inquiry, in which students integrate, apply, and construct their knowledge while working together to develop answers for intricate problems (Guo et al.
, 2.
Students must engage in this type of activity at school, as future generations will require the ability to address global environmental challenges.
Education must provide students with a profound understanding rather than mere rote memorization of information.
Students should possess the capacity to use their scientific knowledge in situations that demand problem-solving and decisionmaking skills (Miller & Krajcik, 2.
Project-Based Learning (PBL) combines language acquisition with problem-solving activities, allowing students to participate in English research, analysis, and information presentation.
This approach promotes the development of critical thinking, communication abilities, and the acquisition of subject-specific knowledge (Adilah.
PjBL is widely recognized as an efficacious approach for enhancing students' motivation and involvement (Awuor et al.
, 2022.
Chu et al.
, 2.
PjBL enhances language learning results and fosters comprehensive skill growth by combining language competency with critical thinking, cooperation, and problem-solving abilities .
e Reviere et al.
, 2024.
Widiana et al.
, 2.
PBL promotes intrinsic motivation in students by connecting language use to practical and meaningful real-life situations, so students can recognize the importance of language abilities (Siahaan & Siahaan, 2023.
Tambak et al.
, 2.
This strategy not only facilitates language acquisition but also promotes students' autonomy and self-directed learning skills when they are motivated to excel in a project.
However, teachers have a crucial role Vol.
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Rosmayanti, & Amin in enhancing students' learning experiences by providing advice at every level of the project and creating a collaborative learning environment (Muskania et al.
, 2.
Hence, teachers must engage in professional development programs to enhance their proficiency in creating PBL assignments, evaluating student advancement, and adjusting instructional approaches to cater to the varied requirements of learners (Markula & Aksela, 2022.
Muskania et al.
, 2.
Acquiring skills that are relevant in the modern era is crucial for addressing sustainability challenges, which is why PjBL is an appealing method for teaching subjects connected to it (Chen et al.
, 2022.
Revelle et al.
, 2.
Integrating local wisdom and technology into ELT The prevalence of students nowadays disregarding traditional knowledge is a contributing factor to the research conducted in the field of education.
Students exhibit an increased tendency to assimilate contemporary cultural norms as opposed to traditional local values (Johnson et al.
Younis & Hatim, 2.
Human actions are causing a decline in local wisdom as they strive to fulfill their demands.
Many individuals fail to give sufficient consideration to the preservation of local culture and its significance in sustaining their lives.
The development of contemporary society must be acknowledged while preserving local knowledge to effectively incorporate it into practical experience.
Convenient access to worldwide information via devices should be matched with an understanding of the ongoing advancements in the information landscape.
Undertaking the challenge of designing activities that might captivate students' inclination to discover local culture is vital.
The advent of the internet as a technical instrument in the modern period has the potential to significantly alter individuals' attitudes and talents in life (Szymkowiak et al.
, 2.
The internet serves as a crucial medium for sharing knowledge and enhancing people's abilities.
However, it does not automatically lead to increased wisdom.
The internet enhances the learning process by providing quick and cost-effective access to a wide range of information sources, thereby making it more enjoyable and easier.
However, true learning can only occur through active engagement with the collective knowledge and expertise of a real-life community or local experts who draw from the wealth of cultural traditions and values.
This process not only helps establish social order and societal norms, but also encompasses all aspects of thought, including those that have implications for technology, healthcare, and aesthetics.
The integration of local wisdom in the process of learning English language skills has emerged as a significant area of study within the present multicultural educational framework.
This technique seeks to enhance the English language learning experience by integrating cultural values, traditions, and local expertise from the community into the teaching curriculum (GarzynDyaz, 2021.
Kim, 2020.
Gunawan et al.
, 2024.
Asrianti et al.
, 2022.
Ayu, 2020.
Cardoso et al.
Alek et al.
, 2023.
Mahmud et al.
, 2.
The incorporation of local wisdom into English language education not only acknowledges the cultural abundance of local communities, but also fosters appreciation for cultural and linguistic variety, and enhances students' motivation to learn by offering a purposeful framework for English language acquisition (Lee & Li, 2020.
Mutiara Ayu, 2.
Local wisdom can be included into English learning activities by adopting various learning methodologies, including folklore, traditional music, or cultural ceremonies (Laila et al.
, 2021.
Wulandari et al.
, 2.
By incorporating these cultural elements, students not only acquire English as a universal means of communication, but also cultivate a profound comprehension of the cultural and social context in which the language is employed (Manuhutu et al.
, 2.
Research Vol.
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International Journal of Language Education indicates that incorporating local wisdom might enhance students' willingness to learn, bridge cultural divides, and foster a positive sense of identity towards their language and culture (Laila et , 2.
Research method Research design This study applied a qualitative approach to exploring the practice of integrating technology and local wisdom into PjBL to promote SDL in ELT class.
The data collection methods employed non-participant observation and semi-structured interviews conducted at four public high schools in South Sulawesi.
Indonesia.
Out of the 529 public high schools/ vocational schools in South Sulawesi.
Indonesia, 10 of them are now implementing character education based on local This implementation is closely monitored from electronic media, social media, and school Subsequently, researchers observed and interviewed four teachers from four schools as representations from the southern, northern, eastern, and western regions of South Sulawesi The interviews were performed only once for each respondent and required 30 minutes to several hours to finish (DiCicco-Bloom & Crabtree, 2.
The semi-structured interview is intended to obtain data to help non-participant observation data gather or acquire information that cannot be collected through observation alone.
In this interview, the researcher adhered to the technique outlined in a semi-structured Two primary phases were finished.
Initially, all participants were contacted and requested to provide their availability.
Participants have the freedom to select their preferred venue for the Additionally, the first and second writers conducted interviews with the individuals.
The researcher utilized a semi-structured interview technique, recording the audio with the consent of each participant for this research.
The researchers adhered to the protocol in this semi-structured Researchers performed semi-structured interviews with teachers to ascertain the specific ways in which technology and local wisdom are utilized in English classes.
Furthermore, the nonparticipant observations were done to complement the interview findings.
The researchers gained insight into the teaching and learning process of the English class through the analysis of field notes and interview transcripts with four teachers Data analysis The data from this research were examined using thematic analysis, following the method to identify themes and patterns of meaning within a dataset related to a specific research issue.
the initial phase, the researchers attentively listened to the interview recording and transcribed it.
Next, the researchers utilized Nvivo R14.
1 software to import the interview transcription and field notes to discover preliminary coding.
Furthermore, the researchers examined the coding outcomes, leading to the identification of tentative themes.
Additionally, the researchers analyzed the potential themes to identify motifs or topics that are pertinent to the research goals.
Following the analysis of the initial concepts, the subsequent step involved establishing and labeling the main Furthermore, the final phase involved generating the report.
Results and discussion The first coding from the interview transcription led to the identification of eight preliminary topics through thematic analysis.
These themes include the PjBL procedure, the use of local wisdom in English Language Teaching (ELT), the utilization of technology, and the teaching of values and life skills.
The researcher has built these tentative themes by observing Vol.
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A preliminary topic is established by assembling groups that possess identical significance.
At this juncture, the researcher diligently reviews the interview transcripts to ensure the written content aligns with the provisional topic we have defined.
Each of these provisional themes is subsequently compared to other provisional themes to identify any similarities or differences, as well as to ascertain if there is a correlation between them.
Once the tentative themes are completed, each one undergoes a recalculation process that takes into account its significance, relevance to the study topic, and distinctive attributes of each theme as it is merged into a unified whole.
Each of these findings pertains to the use of technology-enhanced local wisdom projectbased learning in the ELT class.
The original themes have been ordered in descending order depending on the number of coding references .
ee Table .
Table 1.
Tentative themes of the implementation of technology-enhanced local wisdom projectbased learning in ELT Initial Theme Number of coding references PjBL Procedures Teaching values and life skills Impact on students The practice of local wisdom in ELT Technology used The first tentative theme identified from the analysis is the PjBL procedure.
The results of observations and interviews show that the respondents implemented PjBL with almost the same procedures starting from introduction to reflection.
Providing projects based on local wisdom makes learning more unique and more meaningful for students.
Students will be more independent and more easily explore familiar projects.
In this way, student group work will be more effective.
The following excerpts show how teachers run the class with PjBL .
ee Table .
Reference Reference 1 Coverage Reference 2 Reference 3 Reference 4 Table 2.
Expect of coding references PjBL procedures Excerpt I introduced the project and explained the objectives, and preparing the project framework (T.
T devide the students into a group of 3-4.
Each group is responsible for Preparing the wedding.
Group 1: Decoration.
Group 2: menues.
Group 3: EO/.
MC, costum, fotographer, wedding singer, etc.
(T.
Ss spend 10-15 minutes for rehearsal before running the simulation, after that Ss present the simulation of a traditional bugis wedding in a class event, ensuring students use English throughout the presentation.
(T.
I evaluate the projects using a rubric that includes criteria such as language use, cultural understanding, and overall project execution.
After that, students are given time to write reflection essays on what they learned what they learn from the simulation of traditional Bugis wedding and their own learning experiences.
(T.
The PjBL procedure started with an introduction and planning where the learning objectives and project framework are determined, including duration, main activities, and other necessary things.
furthermore, the project is launched by introducing the concept, forming student Vol.
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International Journal of Language Education groups, assigning roles and determining the language skills needed during project execution.
One of the interview participants reported an example of activities with the theme simulation of Bugis traditional wedding.
At this stage, students are divided into several groups, each group is then given their own assignment related to wedding preparations.
Group 1 is in charge of preparing the decorations, group 2 is in charge of preparing the menu, group 3 is preparing the event schedule and invitations, etc.
At the project execution stage, students are given time to do rehearsals before the final presentation.
In this activity, students are tasked with their respective roles, starting from the role of bride, groom, parents of the bride and groom, guests.
MC, and others.
This activity then closes with assessment and reflection.
While the teacher fills in the assessment rubric, students fill in a reflection sheet by writing down the learning and experiences they gained in the activity.
According to interview participants.
PjBL based on local wisdom from South Sulawesi not only improves students' English skills but also enriches students' cultural understanding .
ee Table .
The next tentative theme identified from the analysis is teaching values and life skills.
Student participation in projects based on local wisdom offers rich opportunities to cultivate local wisdom values in students.
Students not only learn about language but also develop character, skills, and environmental awareness that are important for their future.
The integration of these values in education ensures that students are prepared to become good citizens, who respect their own culture and the cultures of others.
The following excerpt shows how values and life skills are Reference Reference 1 Reference 2 Reference 3 Reference 4 Table 3.
Excerpt of coding references: Teaching values and life skills Coverage Excerpt Students were divided into several groups and each group was given a project to serve traditional food.
Each group implements the value of Gotong Royong or mutual cooperation in preparing their dishes.
making the traditional food "Kapurung", for example, some students are responsible for weeding vegetables and preparing ingredients, some are making sago dough, watering and rounding the cooked sago dough, some others are tasked with preparing spices, kneading and mixing dishes.
(T.
the value of respecting elders, students are given their own roles, including as parents and close family members or elders of each bride and groom.
To respect those who are older, the parents and elders of the bride and groom will accompany the bride and groom on the aisle.
(T.
The religious value of Pinisi ship building is reflected in the initial construction and launching of the ship to the sea.
After approximately 80% completion, the ship owner will hold a release ritual led by certain elders or elders.
(T.
The project was about understanding and embodying the cultural values of "Siri' na Pacce," which emphasize honor, dignity, and (T.
The value of gotong royong or mutual cooperation, respect olders, religious, siri' na pacce' or pride and caring, hard work, honesty, beauty, and many other values that can be instilled to students through learning based on local wisdom.
The value of gotong royong means sharing burdens and work between community members.
These interactions can develop long-term, meaningful friendships between community members and build trust.
Respecting elders is a local Vol.
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Rosmayanti, & Amin wisdom value that Indonesian citizens, especially Makassarese, need to uphold.
One of the respondents reported during the interview that this value cultivated was implemented through a Bugis traditional wedding simulation project.
In the Bugis tribeAos traditional wedding, the interactions and roles played by students reflect the values of respect for elders in society.
Another participant reported during the interview that the cultivation of religious values was implemented through a project to explore the Pinisi traditional boat.
The rituals carried out at the beginning of the construction and launching of traditional Pinisi ships show that the Makassar people uphold religious values.
Furthermore, another participant reported that one of the projects that was successfully implemented in English learning was a project with the theme of exploring Badi' traditional weapons of Makassar people.
The values contained in Badi' are the values of siri' or pride and pacce' or caring, openness, and honesty, as well as the values of steadfastness and The people of Makassar are very familiar and well known for their motto siri' na Siri' teaches someone to maintain their good name, pride, and integrity in every action.
Pacce teaches one to feel the suffering of others and try to help them.
The next identified tentative theme from data analysis is the impact of technologyintegrated local wisdom project-based learning on studentsAo way of learning.
By integrating technology into local wisdom-based projects, students can explore local wisdom by accessing various digital platforms, such as online archives, documentary videos, maps, etc.
This project encourages students to become independent learners, who not only receive information passively from the teacher but also actively seek the information they need.
The following excerpt shows how local wisdom are integrated into English language teaching .
ee Table .
Table 4.
Except of coding references: impact on studentsAo self-directed learning (SDL) Reference Coverage Excerpt Reference 1 I ask students to conduct research on various aspects of Phinisi boat.
This project helps them develop critical research skills, including how to find and evaluate information from various sources.
(T.
Reference 2 By tasking the students with this project, students learn with their own They learn to find as much as information from various resources and plan the project execution and presentation.
Then this project indirectly encourages students to develop effective time management and organizational skills, as they must set goals, create timelines, and monitor their progress independently.
(T.
Reference 3 By collaborating with peers on projects of Bugis traditional wedding simulation, the students can exchange ideas and learn to work effectively in a team.
This peer learning experience can motivate students to take more responsibility for their own learning.
(T.
Reference 4 The Bugis traditional wedding simulation is one of familiar project for This project incorporates elements of studentsAo own culture and heritage, so they feel a stronger personal connection to the material.
This intrinsic motivation encourages them to take more initiative in their learning, seeking out additional resources and information on their (T.
Using technology in PjBL based on local wisdom brings a positive impact on studentsAo self-directed learning.
The participants reported during the interview that technology use during the project was very helpful.
The students become more independent in setting their own learning goals and phases, they perform effective collaborative work.
With the help of the various tools and Vol.
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Students can study anytime and anywhere using digital devices such as computers and mobile phones that they use every day.
The next tentative themes identified from data analysis is that the practice of local wisdom in ELT class.
The implementation of local wisdom in English language teaching is one of innovative way to combine language education with cultural richness.
South Sulawesi, which is rich in traditions and culture such as Bugis and Makassar customs, offers a lot of potential to enrich the English language learning experience with a local and more meaningful context.
The following excerpt shows how local wisdom are integrated in English language teaching .
ee Table .
Table 5.
Expect of coding references: The integration of local wisdom in English language teaching Reference Coverage Excerpt Reference 1 One of the projects that was successfully implemented in PjBL was a project with the theme of exploring the Pinisi traditional boat of Makassar people.
(T.
Reference 2 One of the projects that was successfully implemented in PjBL was a project with the theme of exploring Badi' traditional weapons of the Makassar people.
(T.
Reference 3 One of the projects that was successfully implemented in PjBL was serving traditional food from the Luwu Community.
(T.
Reference 4 One of the projects that was successfully implemented in PjBL was a Bugis traditional wedding simulation.
(T.
The interviews were conducted in four different places and participants resulted in four projects based on local wisdom that were successfully applied in English language teaching.
The first interview participant reported that preserving the Luwu traditional food project was one of the most effective ones he had integrated into his learning.
Through this activity, students can work together in groups effectively in preparing the food.
They learn traditional recipes, prepare ingredients, and practice making traditional food.
Apart from the direct practice of making food, they are also required to write complete recipes using text procedures, as well as introduce the cultural elements and values of the food they make in English.
The second interview participant reported that the local wisdom he applied in learning was the project with the theme of exploring the Pinisi boat, a traditional boat from South Sulawesi.
In this project, students were divided into several groups to explore different aspects of Pinisi boats starting from history, the origin of the Pinisi, construction of Pinisi boats, types of Pinisi boats, and the cultural significance of Pinisi In this activity, students are required to read a lot of literature, conduct interviews, and observe the process of building the boat.
Thus, apart from honing reading skills, increasing knowledge, and enriching vocabulary, this project also introduces them to the cultural and moral values contained in the Pinisi traditional boat.
The third interview participant reported that one of the local wisdom that he had successfully implemented in learning English was a project to simulate a Bugis traditional wedding.
In this activity, students work together in groups to prepare for a traditional Bugis wedding ceremony.
Each group prepares things related to the wedding according to predetermined tasks such as preparing decorations, menus or food for guests, costumes, event arrangements, and invitations.
At the project execution stage, all students participated in the role of bride and groom, parents of the bride and groom, guests, guest pick-up.
The last interview participant reported a project with the theme of exploring Badi' as Vol.
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In this project, students are divided into several groups to explore cultural aspects, origins, and values contained in Badi' as a traditional weapon of the Makassar people.
By implementing local wisdom in learning English, students not only learn English but also understand and appreciate their cultural heritage.
The last theme identified from the analysis is technology used.
PjBL has become an approach that has been proven effective in improving students' English skills based on research.
In this study, the integration of technology and local wisdom can have a more significant impact.
Technology provides a variety of tools and resources that enable students to learn independently, collaboratively, and creatively.
Technology allows them to access the information and learning resources they need to improve their English language skills while enriching their knowledge of local culture.
The following excerpt shows the technology integrated in local wisdom project based learning .
ee Table .
Table 6.
Except of coding references: The technology used in local wisdom project-based learning.
Reference Coverage Excerpt Reference 1 Utilizing technology like digital storytelling tools, multimedia presentations can make students presentation more engaging for (T.
Reference 2 Reference 3 Reference 4 Reference 2 Ss can compile and organize their findings by using digital tools like Google docs to structure their information.
(T.
Each group start building and designing their project in form of PPt and posters.
(T.
The most useful technologies include multimedia presentation applications like PowerPoint or Google Slides.
All the students need are laptop, mobile phone, and internet connection.
(T.
They need the searching application, social media and good internet connection to access electronic books and online articles.
(T4.
The interview participants reported that they use technology such as laptops and mobile phones as well as various applications and internet connections that support their teaching.
Searching tools such as Google Chrome.
UC Browser.
Firefox, etc.
help them to access various sources such as documentary videos, electronic books, and online articles.
Multimedia presentation tools such as PowerPoint.
Google Slides, and Prezi help students present and present their ideas and group work results in a more structured way.
Graphic design applications such as Canva or Adobe Spark allow students to present their projects in poster form.
Digital storytelling and video editing applications such as iMovie and Cap Cut help students present their work more In addition, communication applications such as WhatsApp or Zoom facilitate virtual discussions and meetings with experts or resource persons from various locations.
The subsequent phase of thematic analysis involves identifying the motifs or themes that are pertinent to the research objective.
This subject emphasizes a crucial discovery in the data about the implementation of Project-based Learning (PjBL) in English Language Teaching (ELT) The data analysis in this study revealed two main themes: teaching activities and teaching procedures.
The map illustrating the key themes is displayed in Figure 1.
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International Journal of Language Education Figure 1.
Thematic map of technology-integrated LWPjBL Upon careful examination of the preliminary topics that were previously mentioned, the researcher identified four main motifs that are closely associated with the implementation of technology-integrated local wisdom project-based learning such as PjBL procedures, technology integration, local wisdom integration, and impact on studentsAo SDL.
The theme of the PjBL procedure is supported by five subthemes such as planning the project, launching the project, developing the project, project execution, and reflection and assessment.
The theme of technology integration is supported by four subthemes such as communication tools, content creation tools, presentation tools, and searching tools.
The theme of local wisdom integration is supported by two subthemes such as values cultivated and best practices.
The theme of impact on studentsAo SDL is supported by three subthemes, such as technology.
PjBL, and local wisdom.
Each theme is thoroughly covered in the subsequent session.
The result of this research was expected to fill the gaps offered by previous researchers.
Setyono & Widodo .
revealed that English teachers in Indonesia acknowledge the languageculture nexus and use local experienced culture to teach English.
However, open discussions about culture are often absent, potentially depriving students of heightened sensitivity to home and target Arjaya et al.
, .
highlighted that further study on the role of local wisdom concerning classroom management, tools, infrastructure, and studentsAo competencies is needed.
PjBL in diverse cultural traditions and educational settings to further validate the effectiveness of the cultural approach in PjBL environments across multiple disciplines.
In this session, the researchers reviewed the primary themes that were discovered after examining the five tentative themes mentioned in the previous section.
In the fourth step of thematic analysis, researchers must search for motifs or themes that are pertinent to the research objectives.
This theme emphasized a crucial discovery in the data on the implementation of technology-integrated project-based learning that incorporates local expertise.
The researchers highlighted four themes: PjBL procedure, technology integration, local wisdom integration, and the impact on studentsAo SDL.
The procedure of PjBL The participants in this study implemented the procedure of PjBL which is revealed in this PjBL offers an instructional approach that structures learning activities based on projects Vol.
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, 2023.
Meng et al.
, 2023.
Siahaan & Siahaan, 2023.
Tambak et al.
, 2.
It focuses on student engagement in activities that involve obtaining information and utilizing it to construct something beneficial for their own or others' lives (Devy et al.
, 2.
The procedure includes project planning, project launching, project development, project execution, assessment, and During the project planning stage, the teacher plans the project that will be assigned to students and explains its objectives.
The teacher designs projects that integrate aspects of local wisdom with English language learning goals, incorporating speaking, writing, reading, and listening skills needed.
This step asserted what Musyahda et al.
, .
pointed out that educational resources incorporate cultural values and enhance crucial survival skills for 21st-century students.
Local wisdom-based educational resources serve as a means of imparting cultural concepts and are more easily understood due to their contextual character, close connection to students' surroundings, and ability to enhance academic performance (Swandi, 2.
Incorporating local wisdom into education has substantial advantages in fostering students' comprehension of their cultural identity, fostering reverence for cultural heritage, and equipping students to understand the broader global context, value cultural variety, and recognize their responsibilities as global citizens (Aini et al.
, 2.
At this point, the teacher must also create evaluation criteria to evaluate the level of cultural comprehension, language proficiency, ability to operate in a team, and the overall quality of the project presented.
The main point of this stage is designing the project In this case, determining the local wisdom project that will be assigned to students, the duration of the project, and the stages of activities carried out during the project including the resources needed.
The next stage is launching the project, at this stage, the teacher introduces the project framework, including the duration, and the schedule of project activities.
The project guide containing the overview of the project, schedule, duration, and language use the students need to develop during the project is distributed to students.
The use of project guides facilitates students in completing their projects, it is considered effective in enhancing students' metacognitive skills (Bes-Piy et al.
, 2.
Furthermore, the teacher divides the students into groups and assigns each group with certain project.
The teacher gives chance for each group to discuss with their team and plan the activities they need to do to complete the project.
In the project development stage, the students start building and designing their projects using digital tools to structure their information.
Each group plans a project presentation as creatively as possible using digital tools in the form of a video documentary.
PPt, digital story, etc.
Technology is used as a supporting tool in the learning process.
This is due to its capacity to enhance the quality of instruction, optimize time efficiency by enabling learning to occur at any time and place, foster interactive and captivating learning experiences, and facilitate innovative developments in the field of education (Devy et al.
, 2023.
Meng et al.
, 2.
For the project in the form of simulation, in this stage, the students conduct the collaborative rehearsal.
The main stage of the PjBL procedure lies in the execution of the project stage.
In this stage, the students work in groups to present their project results creatively concerning the duration of the presentation as well as the questions and answer session as determined before.
The collaborative efforts made by the students during the project enhanced their involvement in the learning activities.
The group activities fostered a collaborative environment that enabled the students to actively contribute their knowledge, expertise, and information.
In addition, by collaborating in a team, students can acquire new skills such as teamwork, managing conflicts, decision-making, and communication (Chu et al.
, 2011.
Susanti et al.
, 2.
Vol.
No.
2, 2025
International Journal of Language Education Finally, in the assessment and reflection stage, the teacher evaluates the project using the rubric that includes criteria such as content accuracy, creativity, collaboration, language use, and presentation skills.
While the teacher evaluates the project, the students complete the selfassessment form reflecting on their contributions and learning.
It is noteworthy that students who expressed happiness during the assignment also emphasized the personal learning advantages they gained (Kaldi & Zafeiri, 2023.
Zhang & Hwang, 2.
Technology integration Based on the findings presented earlier, the teachers encourage students to utilize technology in working on their projects.
Students as well as teachers must possess digital literacy skills, particularly in the educational context, to enable unrestricted learning opportunities that transcend spatial and temporal constraints (Muskania et al.
, 2024.
Rosmayanti et al.
, 2.
The technology used during the completion of the project includes communication tools, content creation tools, presentation tools, and searching tools.
Communication tools like WhatsApp, email, zoom meetings, and Google Meet help students maintain their collaboration with the team by contacting each other and conducting online meetings.
These communication tools are also helpful when they need to conduct interviews with distant respondents or participants.
The next technology the students used to support collaboration during the project completion was content creation tools like Google Slide.
Google Docs.
Canva, etc.
The content creation tools including PPt.
Prezy, etc.
are used by students to present their project results as creatively as possible.
The most useful tools the students used in completing the project were searching tools like Google Chrome.
UC Browser.
Firefox, etc.
These search tools help students to access various online resources like documentary videos, articles, news, and many more.
By using these various technology students would be more actively involved in PjBL since they employed user-friendly and educationally beneficial digital technologies (Al-Abdullatif & Gameil, 2021.
Demir & ynnal.
The Project-Based Learning Model offers a significant potential to create a captivating and purposeful learning experience for students and the use of technology in local wisdom projectbased learning serves as a supporting instrument in the process of learning (Baran et al.
, 2021.
Meng et al.
, 2023.
Muskania et al.
, 2.
Students can utilize software or apps to find information, manipulate data, and generate presentations or project reports.
For instance, students have the option to create a documentary movie to present the process of constructing the Pinisi boat using English narration.
Alternatively, they can prepare a project report presentation using an appealing PowerPoint format.
Throughout every phase of the project, students are encouraged to engage in collaboration, communicate using the English language, and enhance their abilities in both communication and critical thinking.
Finally, the integration of technology in local wisdom project-based learning not only improves students' digital skills but also strengthens their understanding of local cultural values and traditions.
In this way, students can develop more innovative projects, and have a positive impact on them.
Local wisdom integration The two subthemes of local wisdom integration are best practices and values cultivated.
this study, the students practice the language use while collaborating in discussions with peers, presenting the project result, and practicing the simulation project while also cultivating the value of the culture they learn.
Integrating local wisdom in teaching effectively improves studentsAo skills, and learning outcomes, cultural knowledge (Afifah et al.
, 2024.
Puspita et al.
, 2024.
Retnowati et Vol.
No.
2, 2025
Sukmawati.
Rosmayanti, & Amin , 2020.
Rusmansyah et al.
, 2.
, and cultivates attitude and character (H.
Hikmawati et al.
Martanti et al.
, 2024.
Sanjayanti et al.
, 2022.
Sitinjak & Permanasuri, 2.
as well as cultural values and religious character (Bin-Tahir, 2021.
Chamdani et al.
, 2023.
Sulastri, 2.
An educational approach that is based on local wisdom emphasizes the significance of using the information that is available within the local community to enhance students' comprehension of the subjects taught in the school curriculum (Afifah et al.
, 2.
incorporating local wisdom into ELT, students are not only encouraged to have language skills and understanding but also to connect them to their everyday experiences.
Incorporating local cultural components into the learning process, students are encouraged to investigate and value the cultural richness of the area they live in (Sulastri, 2.
Engaging in local cultural activities not only enhances their sense of belonging but also promotes the long-term viability and protection of cultural heritage, which is an integral aspect of their Indonesian citizenship.
Therefore, the incorporation of local wisdom into the learning process not only enhances students' academic comprehension but also fosters a deep cultural consciousness and admiration for the abundant local cultural legacy.
In local wisdom-based PjBL, the objective is for students to engage in authentic research and environmental activities where they can apply and develop their A project based on local wisdom has been proven to have a positive impact on students' involvement (Markula & Aksela, 2.
It also has a significant effect on students' attitudes and motivation toward learning English (Puangpunsi, 2021.
Tran & Tran, 2020.
Yamada, 2.
Education based on local wisdom is a deliberate and strategic effort that involves the careful exploration and utilization of local resources to establish a conducive learning environment, situation, and process.
This approach empowers students to actively cultivate their abilities, acquire knowledge, and build the necessary attitudes to participate fully.
Incorporating local wisdom into education is a crucial strategy for enhancing national identity based on cultural This not only facilitates students' comprehension and admiration of Indonesia's cultural heritage, but also establishes a solid basis for a community that embraces diversity, fosters acceptance, and takes pride in its national identity (Mulyana, 2024.
Wibawa & Awaliah, 2.
Impact on studentsAo self-directed learning Self-directed learning refers to a learning process in which individuals have control over their learning.
It involves factors such as self-efficacy and motivation (Ahammad, 2023.
Uys.
The use of PjBL in this research effectively promotes studentsAo collaboration, creative thinking, motivation, and self-efficacy (Aldina et al.
, 2023.
Awuor et al.
, 2022.
Hikmawati.
Suci et al.
, 2.
The students perform the learning based on four key principles derived from the PjBL.
These principles state that learning is most effective when students actively construct their understanding, collaborate with others, engage in authentic learning environments, and are provided enough support through cognitive tools (Markula & Aksela, 2.
The PjBL approach effectively enhances students' creative thinking, particularly in terms of their fluency and flexibility (Chen et al.
, 2022.
Guo et al.
, 2.
The integration of local wisdom in PjBL is effective in promoting studentsAo creative and critical thinking (Aldina et al.
, 2023.
Hikmawati, 2023.
Kendal, 2021.
Papilaya & Tuapattinaya.
Suci et al.
, 2022.
Susilawati, 2.
Introducing the local culture to the younger generation can cultivate self-awareness and empathy, which in turn helps to save and maintain the cultural The cultivation of pride in the local culture must be ingrained in individuals from a young age and consistently transmitted from one generation to the next.
Implementing Project Based Vol.
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International Journal of Language Education Learning that incorporates local wisdom is essential for enhancing students' creativity, competency, and socialization abilities (Hidayat et al.
, 2.
The integration of technology and local wisdom in PjBL investigated in this research effectively improves studentsAo performance, skills, and attitudes in many ways.
The use of technology including search tools.
Multimedia presentation tools.
Graphic design applications, and communication applications enables students to learn independently without restriction of time and place.
Conclusion The Project-Based Learning Model offers a significant potential to create a captivating and purposeful learning experience for students and the use of technology in local wisdom projectbased learning serves as a supporting instrument in the process of learning.
Project-based learning is an instructional method that involves assigning students with project work, allowing them to actively participate in self-directed learning by independently finding information on a certain Integrating Technology and local wisdom in PjBL effectively promotes studentsAo SDL.
The research results show that in completing projects based on local wisdom that are integrated with technology, students develop independent learning abilities in groups.
However, teachers must provide clear instructions and project guidelines that can help them organize the learning phase, including managing time, dividing tasks, and determining their goals.
By using project guidelines from the teacher, learning collaboratively with peers, studying familiar topics related to local wisdom, and using various technologies that help them complete projects, students can develop their independent learning abilities effectively.
Declaration of conflicting interest The authors declare that there is no conflict of interest in this work.
Funding acknowledgements The research received no external funding.
References