Culturally Responsive Collaborative Learning: A Quasi-Experimental Study of Sipakatau, Sipakalebbi, and Sipakainge Values on Student Motivation

Abstract

This study examined the effectiveness of a collaborative learning model integrated with the Bugis-Makassar cultural values ​​of Sipakatau, Sipakalebbi, and Sipakainge in enhancing university students' learning motivation. A quasi-experimental nonequivalent control group design involved 57 students from a private higher education institution in Sidenreng Rappang, South Sulawesi, Indonesia. The experimental group (n = 27) received a culturally integrated collaborative learning, while the control group (n = 30) received an identical collaborative model without cultural integration. Learning motivation was measured using an ARCS-based instrument administered before and after treatment. Baseline analysis showed no significant difference between groups, t(55) = 0.60, p = .552. ANCOVA controlling for pretest scores revealed significantly higher posttest motivation in the experimental group, F(1, 54) = 22.14, p < .001, η²p = .291, indicating a large effect. Implementation fidelity reached 91.25%. The findings demonstrate that integrating local cultural values ​​into collaborative learning can strengthen student motivation beyond collaboration alone and provide a practical model for culturally responsive instructional design in higher education across diverse university learning contexts worldwide.