Herlina Herlina, Ayu Cahyani Amiruddin, Arif Firmansyah, Surahman Surahman, Raveenthiran Vivekanantharasa, Amran Rasli

Integration of Kaili Cultural Values in the Development of Learning Resources in Elementary School: A Naturalistic Qualitative Approach

Introduction

Integration of kaili cultural values in the development of learning resources in elementary school: a naturalistic qualitative approach. Explore integrating Kaili cultural values into elementary school learning resources using a naturalistic qualitative approach. Strengthen students' cultural identity and preserve local culture in education.

Abstract

The advancement of information and communication technology has brought major changes in the world of education, including the use of learning resources. However, globalization also has the potential to distance students from local cultural values. This study aims to explore the development of learning resources based on Kaili local culture in learning in grade IV of Elementary School using naturalistic qualitative methods. Data were collected through observation, in-depth interviews, and documentation studies with research subjects consisting of teachers, students, principals, and cultural figures at elementary school Sunju. The results of the study indicate that the learning resources used still do not accommodate local culture, while students are more familiar with foreign cultures than Kaili culture. Teachers have difficulty integrating local culture due to limited teaching materials. The principal supports the development of learning resources based on local culture, but training is needed for teachers so that its implementation is more effective. These findings indicate that the development of learning resources based on local culture can enrich students' learning experiences and strengthen their cultural identity, although it still faces challenges in implementation. This study emphasizes the importance of the role of education in preserving local culture through the development of relevant and contextual learning resources.

Review

This paper, "Integration of Kaili Cultural Values in the Development of Learning Resources in Elementary School: A Naturalistic Qualitative Approach," addresses a highly pertinent and timely issue concerning the preservation of local cultural identity amidst globalizing educational landscapes. The study's primary objective was to explore the development of learning resources based on Kaili local culture for Grade IV elementary school students, employing a naturalistic qualitative methodology. Through observations, in-depth interviews, and documentation with a diverse range of stakeholders including teachers, students, principals, and cultural figures at Sunju Elementary School, the research effectively identified a critical gap: current learning resources fail to accommodate local culture, leading students to be more familiar with foreign influences. The findings further highlight teachers' difficulties due to limited materials and the principal's support, albeit with a crucial need for teacher training. The strength of this study lies in its robust naturalistic qualitative approach, which provides rich, contextual insights into the challenges and opportunities for cultural integration in elementary education. By engaging multiple perspectives, including those of cultural figures, the research effectively captures the nuanced reality of local cultural transmission within the school environment. The paper makes a valuable contribution by not only diagnosing the problem of cultural disconnect but also by identifying practical implications, such as the necessity of professional development for teachers to effectively integrate local culture. This emphasis on strengthening students' cultural identity through relevant learning experiences is commendable and aligns with broader educational goals of holistic development. While the study successfully identifies the need and challenges for developing culturally integrated learning resources, its scope in this abstract primarily focuses on the diagnostic phase. Future research stemming from these findings could greatly benefit from delving deeper into the *design and development* process of such resources, perhaps offering concrete examples of how Kaili cultural values could be effectively translated into teaching materials. Exploring specific pedagogical approaches for teachers to implement these resources, beyond just 'training,' would also add significant practical value. Nevertheless, this study lays a vital groundwork, strongly advocating for the indispensable role of education in preserving local heritage, and provides a compelling argument for prioritizing the development of contextually relevant learning resources.

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