Tri Sutrino, Nadi Suprapto, Neni Mariana, Suryanti
The implementation of contextual learning and local wisdom has been widely discussed in educational research; however, few learning models systematically integrate these approaches to simultaneously foster religious moderation literacy and emotional maturity in elementary education. Therefore, this study aims to develop and evaluate the validity and practicality of the ASI ^6 Learning Model (OrientASI/Orientation, EksplorASI/Exploration, KolaborASI/Collaboration, ModifikASI/Modification, KlarifikASI/Clarification, and EvaluASI/Evaluation) as a synthesis of contextual learning and local wisdom. This study employed a Research and Development (R&D) design based on the Dick and Carey model. Model validity was assessed through focus group discussions involving five expert validators, while practicality was tested through limited classroom implementation involving 20 fifth-grade students at SDN Cangkreng 1, Sumenep Regency. The level of agreement among validators was calculated using the formula R = ∑ X / N, where R represents the average score from the validators, ∑ X represents the total score given by the validators, and N represents the number of validators. The results indicate that the ASI ^6 model demonstrates high validity and reliability. Content validity obtained an average score of 3.73 with an inter-rater agreement of 84 and a Cronbach's alpha reliability of 0.89, while construct validity achieved an average score of 3.61 with an agreement level of 82 and reliability of 0.89. The practicality test revealed a learning implementation quality of 93 (very good), student activity of 86 (very active), and positive student responses, with 74 strongly agreeing and 21 agreeing with the implementation of the model. These findings indicate that the ASI ^6 model is valid, reliable, and practical, making it feasible for classroom use to support the development of students' religious moderation literacy and emotional maturity. All instructional stages were implemented effectively, although teachers require adequate training for broader application. Despite these promising results, this study is limited to the development and practicality testing stages. Future research should examine the effectiveness of the ASI ^6 model through experimental designs with larger and more diverse samples. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Department of Elementary School Teacher Education, Faculty of Education, Universitas Negeri Surabaya, Surabaya, Indonesia; Department of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Surabaya, Indonesia
