Sientje Latuputty, Maria Niester Insoraki Komboy, Lisa Marpaung

Kontribusi Budaya Suku Yali bagi Pola Pengajaran Mahasiswa Asal Yalimu di STFT GKI I.S. Kijne Jayapura

Introduction

Kontribusi budaya suku yali bagi pola pengajaran mahasiswa asal yalimu di stft gki i.s. Kijne jayapura. Telusuri kontribusi budaya Suku Yali terhadap pola pengajaran mahasiswa Yalimu di STFT GKI I.S. Kijne Jayapura. Temukan bagaimana metode pembelajaran kontekstual meningkatkan pemahaman & keterlibatan siswa.

Abstract

This study aims to examine and analyze the contribution of Yali culture to teaching patterns for Yalimu students at STFT GKI I.S. Kijne Jayapura. This study used a qualitative approach with ethnographic methods. The results showed that Yali cultural values, such as oral traditions, collectivity, practice-based learning, communal relations, and the use of nature as a learning space, have a significant influence on how students understand and construct academic knowledge. Teaching patterns that emphasize theory, written traditions, and a uniform approach tend to create learning barriers for Yalimu students. In contrast, the application of participatory, thematic, small-group-based, and contextual learning methods has been shown to improve student understanding of the material, self-confidence, and active involvement in the teaching and learning process. This study recommends the need to develop teaching patterns that are responsive to students' cultural backgrounds, as well as the development of patterns and theories that start from within, based on one's own experience and culture.

Review

This study, titled "Kontribusi Budaya Suku Yali bagi Pola Pengajaran Mahasiswa Asal Yalimu di STFT GKI I.S. Kijne Jayapura," addresses a critical area within educational research: the intersection of indigenous culture and formal academic pedagogy. Using a qualitative ethnographic approach, the authors meticulously examine how Yali cultural values, such as oral traditions, collectivism, and nature-based learning, profoundly shape the learning processes of Yalimu students. The research effectively highlights the dissonance between traditional Western-centric teaching methods, which often prioritize written traditions and theoretical frameworks, and the culturally embedded learning styles of these students. A key finding is that culturally unresponsive teaching patterns create significant barriers to learning, while conversely, participatory, thematic, and contextualized approaches markedly enhance student comprehension, self-confidence, and active engagement. The significance of this research lies in its practical implications for theological education, and indeed for any educational institution serving diverse indigenous populations. By demonstrating the tangible benefits of culturally sensitive pedagogy, the study provides a compelling argument for adapting teaching strategies to student backgrounds. The recommendation to develop "patterns and theories that start from within, based on one's own experience and culture" is particularly insightful and progressive, advocating for an endogenous approach to curriculum development that empowers learners and validates their unique knowledge systems. The ethnographic methodology employed is well-suited to uncovering these nuanced cultural contributions and challenges, lending depth and authenticity to the findings. While the abstract presents a robust and well-executed study, future iterations or related research could explore the specific mechanisms through which the recommended participatory methods were designed and implemented. Further detail on how "theories that start from within" could be systematically developed and integrated into a standardized curriculum would also be valuable. Additionally, while focused on the Yali context, the study has broader implications for indigenous education across Indonesia and globally, and a brief discussion of these wider connections could further strengthen its impact. Overall, this paper makes a timely and important contribution to the discourse on culturally responsive education, offering clear evidence and actionable recommendations for fostering more inclusive and effective learning environments.

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