Rizal Rizal, Herlina Herlina, Surahman Surahman, Sitti Rahma Yunus, Mohd Faiz Mohd Yaakob

Integration of Kaili Local Culture in Learning the Theme of My Living Environment in Elementary Schools

Introduction

Integration of kaili local culture in learning the theme of my living environment in elementary schools. Explore the integration of Kaili local culture (folklore, songs, tourism) into Grade IV elementary school 'My Living Environment' learning to preserve heritage and enrich education.

Abstract

The purpose of this study is to describe local culture along with its content analysis as a source of learning on the theme of my living environment in grade IV of Elementary School. This study is a qualitative approach study and uses a phenomenological design. The subjects in this study were teachers, grade IV students of Elementary School 18 Banawa and community leaders in Banawa sub-district. The data acquisition techniques used were observation, interviews, literature studies and documentation. This study uses data analysis techniques, namely data reduction, data presentation and drawing conclusions. Based on the results of research conducted at Elementary School 18 Banawa, local culture in Banawa sub-district that can be used as a source of learning are the gonggati folklore, posisani songs and pusentase tourism. This is evidenced by the gonggati folklore, posisani songs and pusentase tourism which are local cultures that are still known by some people and are local cultures that have not been included in learning in grade IV, namely in theme 1, theme 5, theme 7, theme 8 and theme 9 making the local culture of Kaili in Banawa sub-district a source of learning that is expected to maintain local culture from generation to generation.

Review

This study addresses a highly relevant and important topic: the integration of local culture into elementary school curricula, specifically focusing on the Kaili culture within the theme of "My Living Environment." The qualitative approach, coupled with a clear objective to describe local cultural elements and their content as potential learning sources, represents a significant strength. The identification of specific, currently underutilized cultural components—gonggati folklore, posisani songs, and pusentase tourism—provides concrete examples for educators. The overarching aim to preserve local culture across generations through education offers a strong and commendable justification for this research. While the qualitative approach and data collection methods (observation, interviews, literature studies, documentation) are appropriate for the study's descriptive goals, the designation of a "phenomenological design" might warrant further clarification. Given the stated purpose of *describing* local culture and its potential as a learning source, a descriptive qualitative or ethnographic approach might more accurately reflect the study's scope and reported outcomes. A minor point of clarity also arises between "Kaili local culture" in the title and "local culture in Banawa sub-district" in the abstract; explicitly stating their relationship would enhance precision. Furthermore, while "content analysis" is mentioned in the purpose, the abstract does not elaborate on *how* this analysis was applied to the identified cultural elements to determine their suitability as learning sources, which could strengthen the methodological detail. The findings successfully identify tangible cultural elements that can enrich elementary school learning, offering a practical pathway for curriculum developers and educators in the Banawa sub-district and potentially beyond. This study lays crucial groundwork for future research, which could explore practical implementation strategies for integrating these identified cultural elements into the specified themes (Theme 1, 5, 7, 8, 9). Further investigation into teacher perceptions, the development of specific lesson plans, or pilot studies on the impact of such integration on student engagement and cultural understanding would significantly build upon this foundational work. Overall, this research makes a valuable contribution by highlighting the rich potential of local heritage as an educational resource and offers a strong argument for its systematic inclusion in formal schooling.

Full Text

Comments

You need to be logged in to post a comment.