Optimizing Elementary School Education through the Implementation of Karawitan-Based Learning Grounded in Local Wisdom
Abstract
Purpose of the study: This research aims to identify the optimization of the implementation of learning based on local musical wisdom in arts and culture music material subjects in elementary schools.
Methodology: This research uses a classroom action research approach as the main method. The research subjects in this context are fifth grade elementary school students who are involved in learning based on Karawitan Local Wisdom. The data collection technique in this research uses a questionnaire to measure responses and observation sheets to measure student learning activity. The data analysis technique uses descriptive statistics and the independent sample t-test.
Main Findings: The research results show that the implementation of Karawitan Local Wisdom-based learning at the Sendangsari Village Elementary School, through a project-based and open approach, has had a significant positive impact on students' responses and their activeness in the learning process. There is a real increase in students' interest, understanding and appreciation of the learning material, along with more intensive student participation.
Novelty/Originality of this study: The novelty of the results of this research lies in the implementation of a Karawitan Local Wisdom-based learning model at the elementary school level, which concretely depicts significant changes in students' responses and their activeness during the learning process.
References
J. B. G. Tilak and A. G. Kumar, “Policy changes in global higher education: what lessons do we learn from the COVID-19 Pandemic?,” High. Educ. Policy, vol. 35, no. 3, pp. 610–628, 2022, doi: 10.1057/s41307-022-00266-0.
P. Bagoly-Simó, J. Hartmann, and V. Reinke, “School Geography under COVID-19: Geographical knowledge in the german formal education,” Tijdschr. voor Econ. en Soc. Geogr., vol. 111, no. 3, pp. 224–238, 2020, doi: 10.1111/tesg.12452.
J. Miranda et al., “The core components of education 4.0 in higher education: Three case studies in engineering education,” Comput. Electr. Eng., vol. 93, no. June, 2021, doi: 10.1016/j.compeleceng.2021.107278.
P. Kwangmuang, S. Jarutkamolpong, W. Sangboonraung, and S. Daungtod, “The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools,” Heliyon, vol. 7, no. 6, p. e07309, 2021, doi: 10.1016/j.heliyon.2021.e07309.
S. Y. Huang, Y. H. Kuo, and H. C. Chen, “Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability,” Think. Ski. Creat., vol. 37, no. July, p. 100681, 2020, doi: 10.1016/j.tsc.2020.100681.
A. Szymkowiak, B. Melović, M. Dabić, K. Jeganathan, and G. S. Kundi, “Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people,” Technol. Soc., vol. 65, no. December 2020, 2021, doi: 10.1016/j.techsoc.2021.101565.
A. Hermino and I. Arifin, “Contextual character education for students in the senior high school,” Eur. J. Educ. Res., vol. 9, no. 3, pp. 1009–1023, 2020, doi: 10.12973/EU-JER.9.3.1009.
P. Puchumni, S. Tungpradabkul, and R. Magee, “Using Information Retrieval Activities to Foster Analytical Thinking Skills in Higher Education in Thailand: A Case Study of Local Wisdom Education,” Asian J. Educ. Train., vol. 5, no. 1, pp. 80–85, 2019, doi: 10.20448/journal.522.2019.51.80.85.
C. Ueangchokchai, “Process of Local Wisdom Transfer to Promote Good Relationship between the Elderly and New Generations,” High. Educ. Stud., vol. 12, no. 3, pp. 86–96, 2022, doi: 10.5539/hes.v12n3p86.
S. Melesse and S. Belay, “Curriculum conceptualization, development, and implementation in the ethiopian education system: manifestations of progressive curriculum orientations,” J. Educ., vol. 202, no. 1, pp. 69–79, 2022, doi: 10.1177/0022057420966760.
N. Kurian, “Building inclusive, multicultural early years classrooms: strategies for a culturally responsive ethic of care,” Early Child. Educ. J., no. March, 2023, doi: 10.1007/s10643-023-01456-0.
J. A. Fitz and A. C. Nikolaidis, “A democratic critique of scripted curriculum,” J. Curric. Stud., vol. 52, no. 2, pp. 195–213, 2020, doi: 10.1080/00220272.2019.1661524.
E. M. Zygmunt, K. Cipollone, and S. Tancock, “Community-engaged teacher preparation and the development of dispositions for equity and social justice,” Handb. Promot. Soc. Justice Educ., pp. 1299–1319, 2020, doi: 10.1007/978-3-030-14625-2_135.
M. Ssenyonga, “Imperatives for post COVID-19 recovery of Indonesia’s education, labor, and SME sectors,” Cogent Econ. Financ., vol. 9, no. 1, 2021, doi: 10.1080/23322039.2021.1911439.
A. Maksum, “Indonesian post-migrant workers: A challenging problem for human security,” Soc. Sci. Humanit. Open, vol. 4, no. 1, p. 100223, 2021, doi: 10.1016/j.ssaho.2021.100223.
M. A. Mohamed Hashim, I. Tlemsani, and R. Matthews, “Higher education strategy in digital transformation,” Educ. Inf. Technol., vol. 27, no. August 2021, pp. 3171–3195, 2022, doi: 10.1007/s10639-021-10739-1.
S. A. Snell, J. Swart, S. Morris, and C. Boon, “The HR ecosystem: Emerging trends and a future research agenda,” Hum. Resour. Manage., vol. 62, no. 1, pp. 5–14, 2023, doi: 10.1002/hrm.22158.
S. Rana, S. Verma, M. M. Haque, and G. Ahmed, “Conceptualizing international positioning strategies for Indian higher education institutions,” Rev. Int. Bus. Strateg., vol. 32, no. 4, pp. 503–519, 2022, doi: 10.1108/RIBS-07-2021-0105.
M. Ainscow, “Inclusion and equity in education: Making sense of global challenges,” Prospects, vol. 49, no. 3–4, pp. 123–134, 2020, doi: 10.1007/s11125-020-09506-w.
M. Ainscow, “Promoting inclusion and equity in education: lessons from international experiences,” Nord. J. Stud. Educ. Policy, vol. 6, no. 1, pp. 7–16, 2020, doi: 10.1080/20020317.2020.1729587.
R. Shaw, A. Sakurai, and Y. Oikawa, “New Realization of Disaster Risk Reduction Education in the Context of a Global Pandemic: Lessons from Japan,” Int. J. Disaster Risk Sci., vol. 12, no. 4, pp. 568–580, 2021, doi: 10.1007/s13753-021-00337-7.
S. De Rosis, D. Cerasuolo, and S. Nuti, “Using patient-reported measures to drive change in healthcare: The experience of the digital, continuous and systematic PREMs observatory in Italy,” BMC Health Serv. Res., vol. 20, no. 1, pp. 1–17, 2020, doi: 10.1186/s12913-020-05099-4.
F. Yang and S. Gu, “Industry 4.0, a revolution that requires technology and national strategies,” Complex Intell. Syst., vol. 7, no. 3, pp. 1311–1325, 2021, doi: 10.1007/s40747-020-00267-9.
S. U. Nsanzumuhire and W. Groot, “Context perspective on University-Industry Collaboration processes: A systematic review of literature,” J. Clean. Prod., vol. 258, no. 2020, p. 120861, 2020, doi: 10.1016/j.jclepro.2020.120861.
F. Brunetti, D. T. Matt, A. Bonfanti, A. De Longhi, G. Pedrini, and G. Orzes, “Digital transformation challenges: strategies emerging from a multi-stakeholder approach,” TQM J., vol. 32, no. 4, pp. 697–724, 2020, doi: 10.1108/TQM-12-2019-0309.
K. Aiginger and D. Rodrik, “Rebirth of Industrial Policy and an Agenda for the Twenty-First Century,” J. Ind. Compet. Trade, vol. 20, no. 2, pp. 189–207, 2020, doi: 10.1007/s10842-019-00322-3.
M. Laufer et al., “Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality,” Int. J. Educ. Technol. High. Educ., vol. 18, no. 1, 2021, doi: 10.1186/s41239-021-00287-6.
I. Moeis, R. Febriani, I. Sandra, and M. Pabbajah, “Intercultural values in local wisdom: A global treasure of Minangkabau ethnic in Indonesia,” Cogent Arts Humanit., vol. 9, no. 1, 2022, doi: 10.1080/23311983.2022.2116841.
K. P. Koirala, “Ethno science practice as Indigenous wisdom: challenges to braiding with Western-based school science curriculum,” Diaspora, Indig. Minor. Educ., vol. 17, no. 4, pp. 270–282, 2023, doi: 10.1080/15595692.2022.2138321.
S. Aras, “Action research as an inquiry-based teaching practice model for teacher education programs,” Syst. Pract. Action Res., vol. 34, no. 2, pp. 153–168, 2021, doi: 10.1007/s11213-020-09526-9.
H. Parkhouse, J. Gorlewski, J. Senechal, and C. Y. Lu, “Ripple Effects: How Teacher Action Research on Culturally Relevant Education Can Promote Systemic Change,” Action Teach. Educ., vol. 43, no. 4, pp. 411–429, 2021, doi: 10.1080/01626620.2021.1896395.
Y. M. Chen, “How a Teacher Education Program Through Action Research Can Support English as a Foreign Language Teachers in Implementing Communicative Approaches: A Case From Taiwan,” SAGE Open, vol. 10, no. 1, 2020, doi: 10.1177/2158244019900167.
A. M. Kouyaté et al., “Local knowledge of Saba senegalensis fruits against malnutrition in Mali,” For. Trees Livelihoods, vol. 30, no. 1, pp. 47–56, 2021, doi: 10.1080/14728028.2020.1857310.
G. Gürsoy, “Digital storytelling: Developing 21st century skills in science education,” Eur. J. Educ. Res., vol. 10, no. 1, pp. 97–113, 2021, doi: 10.12973/EU-JER.10.1.97.
Y. C. Chen, Y. L. Lu, and C. J. Lien, “Learning environments with different levels of technological engagement: a comparison of game-based, video-based, and traditional instruction on students’ learning,” Interact. Learn. Environ., vol. 29, no. 8, pp. 1363–1379, 2021, doi: 10.1080/10494820.2019.1628781.
F. Gao, “Negotiation of native linguistic ideology and cultural identities in English learning : a cultural schema perspective,” J. Multiling. Multicult. Dev., vol. 0, no. 0, pp. 1–14, 2020, doi: 10.1080/01434632.2020.1857389.
J. Ming and L. Ren, “Qualitative analysis of residents ’ generativity motivation and behaviour in heritage tourism,” J. Hosp. Tour. Manag., vol. 45, no. August, pp. 124–130, 2020, doi: 10.1016/j.jhtm.2020.08.005.
P. Camangian and S. Cariaga, “Race Ethnicity and Education Social and emotional learning is hegemonic miseducation : students deserve humanization instead,” Race Ethn. Educ., 2021, doi: 10.1080/13613324.2020.1798374.
M. Barak and S. Yuan, “A cultural perspective to project-based learning and the cultivation of innovative thinking,” Think. Ski. Creat., vol. 39, no. September 2020, p. 100766, 2021, doi: 10.1016/j.tsc.2020.100766.
D. Henriksen et al., “Creativity and risk-taking in teaching and learning settings: Insights from six international narratives,” Int. J. Educ. Res. Open, vol. 2, p. 100024, 2021, doi: 10.1016/j.ijedro.2020.100024.
M. Benvenuti et al., “Artificial intelligence and human behavioral development: A perspective on new skills and competences acquisition for the educational context,” Comput. Human Behav., vol. 148, no. December 2022, p. 107903, 2023, doi: 10.1016/j.chb.2023.107903.
E. Halverson and K. Sawyer, “Learning in and through the arts,” J. Learn. Sci., vol. 31, no. 1, pp. 1–13, 2022, doi: 10.1080/10508406.2022.2029127.
E. T. Shockley and L. Krakaur, “Arts at the core: Considerations of cultural competence for secondary pre-service teachers in the age of Common Core and the Every Student Succeeds Act,” Pedagogies, vol. 16, no. 1, pp. 19–43, 2021, doi: 10.1080/1554480X.2020.1738936.
W. Park and H. Cho, “The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education,” Asia Pacific Educ. Rev., vol. 23, no. 3, pp. 457–474, 2022, doi: 10.1007/s12564-022-09741-0.
T. K. F. Chiu, “Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic,” J. Res. Technol. Educ., vol. 54, no. S1, pp. S14–S30, 2022, doi: 10.1080/15391523.2021.1891998.
B. N. Harris et al., “From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond,” Ecol. Evol., vol. 10, no. 22, pp. 12581–12612, 2020, doi: 10.1002/ece3.6915.
E. S. O’Leary et al., “Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops,” Int. J. STEM Educ., vol. 7, no. 1, 2020, doi: 10.1186/s40594-020-00230-7.
S. Barakat, “Necessary conditions for integrated approaches to the post-conflict recovery of cultural heritage in the Arab World,” Int. J. Herit. Stud., vol. 27, no. 5, pp. 433–448, 2021, doi: 10.1080/13527258.2020.1799061.
S. Acabado and M. Martin, “Decolonizing the past, empowering the future: Community-led heritage conservation in Ifugao, Philippines,” J. Community Archaeol. Herit., vol. 7, no. 3, pp. 171–186, 2020, doi: 10.1080/20518196.2020.1767383.
J. M. Robinson, N. Gellie, D. MacCarthy, J. G. Mills, K. O’Donnell, and N. Redvers, “Traditional ecological knowledge in restoration ecology: a call to listen deeply, to engage with, and respect Indigenous voices,” Restor. Ecol., vol. 29, no. 4, pp. 1–9, 2021, doi: 10.1111/rec.13381.
Y. Yu and F. Duchin, “Building a Curriculum to Foster Global Competence and Promote the Public Interest: Social Entrepreneurship and Digital Skills for American Community College Students,” Community Coll. J. Res. Pract., no. May, 2022, doi: 10.1080/10668926.2022.2064374.
L. T. Tran, H. L. T. Phan, and A. Bellgrove, “‘There’s a much bigger world of science than just Australia’’: Australian students’ development of disciplinary knowledge, transferable skills and attributes through a New Colombo Plan short-term mobility program to Japan,’” Int. J. Sci. Educ., vol. 43, no. 6, pp. 888–905, 2021, doi: 10.1080/09500693.2021.1891322.
P. Dominici, “The weak link of democracy and the challenges of educating toward global citizenship,” Prospects, vol. 53, no. 3–4, pp. 265–285, 2023, doi: 10.1007/s11125-022-09607-8.
P. E. Suarmika, I. B. P. Arnyana, I. W. Suastra, and I. G. Margunayasa, “Reconstruction of disaster education: The role of indigenous disaster mitigation for learning in Indonesian elementary schools,” Int. J. Disaster Risk Reduct., vol. 72, no. 102874, 2022, doi: 10.1016/j.ijdrr.2022.102874.
I. K. Miranda, “Creative Authorship and the Filipina Diva Atang de la Rama,” J. Musicol. Res., vol. 40, no. 4, pp. 297–322, 2021, doi: 10.1080/01411896.2021.1992595.
Copyright (c) 2024 Fitri Aningrum, Vanessa Marie Aliazas, Sol Kim
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Basic Education Research is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
