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Background The accelerating erosion of regional cultural knowledge under global digitalization pressures necessitates evidence-based pedagogical innovations capable of simultaneously harnessing technology and safeguarding indigenous cultural heritage. This study addresses a critical gap in digital ethnopedagogy by developing and empirically evaluating a multimedia-based Electronic Teaching Material for Malay Culture (ETM-Malay Culture) targeting junior secondary students in Riau Province, Indonesia. Methods A two-phase Research and Development design was employed: (1) systematic development of ETM-Malay Culture through the ADDIE instructional design model, with content validity established via the Gregory Formula and Aiken’s Validity Index; and (2) quasi-experimental effectiveness testing using a nonequivalent pretest-posttest control group design. A total of N = 293 Grade 7–8 students across six schools in three geographically distinct Riau Province districts (urban, suburban, rural) participated. Local Wisdom Literacy (LWL) was assessed using a 36-item validated multiple-choice test, and Malay Cultural Identity Formation (CIF) was measured through structured classroom observation using an 11-indicator rubric. Results Expert validation yielded high content validity across all components (Gregory Formula and Aiken’s Validity Index: both mean V = 0.91, very valid). Two-way between-subjects analysis of variance (ANOVA) revealed a large, statistically significant main effect of instructional condition on LWL post-test scores [F(1, 287) = 287.43, p
Marwansyah et al. (Mon,) studied this question.