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All Journal ACITYA Journal of Teaching & Education Journal of Innovation and Research in Primary Education Journey: Journal of English Language and Pedagogy
Fani, Armin
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementing Local Wisdom Through Project-Based Learning in ELT and Pancasila Student Profile Fani, Armin; Novi Nurdian; Novi Suma Setyawati
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4185

Abstract

This study delves into implementation of local wisdom through project-based learning (PjBL) in English language teaching (ELT) and Pancasila student profiles development program. Conducting through interview research principles, this study aims at describing the implementation phases of local wisdom through PjBL in ELT and Pancasila student profiles development program and its constraints. The participants of this study are school principals, three English teacher, and two students. In-dept interviews were conducted as data collection technique. The finding of this shows that the implementation covers planning, integrating, and assessing phases. The finding also elaborates some practical constraints. While providing valuable information, this study acknowledges its limitation and offers suggestion for future research.
A Project-Based Learning Model Using 360° Ecotourism River Videos for Teaching English Speaking Skills Fani, Armin; Nurdian, Novi; Setyawati, Novi Suma
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.2376

Abstract

The growing demand for communicative competence in English requires pedagogical models that offer authentic, situated language practice beyond conventional classroom instruction. This Research and Development (R&D) study, employing the ADDIE model, aims to design and evaluate a Project-Based Learning (PjBL) model integrated with 360° ecotourism river videos to enhance junior high school students’ English speaking skills. The development process involved needs analysis, product design, expert validation, and a small-group trial. The final product consisted of a 360° immersive video portraying the Lok Baintan Floating Market and an accompanying PjBL-based speaking module. Validation results indicated strong pedagogical viability, with ratings from a technology expert (73.4%), an English teacher (88.6%), and students during the trial phase (92.5%). Qualitative observations further revealed heightened student engagement and motivation during speaking tasks. These findings suggest that integrating immersive video with PjBL creates an authentic, low-anxiety environment conducive to meaningful oral communication. The study contributes to ELT pedagogy by demonstrating how immersive technology can operationalize situated learning principles within project-based speaking instruction while strengthening the use of local cultural content in English language teaching.
Phonological and Vocabulary Acquisition in Early Childhood: An Ethnography of Communication in a River-Based Multidialect Community Setyawati, Novi Suma; Fani, Armin; Nurdian, Novi
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3153

Abstract

This study examines phonological and vocabulary acquisition in early childhood within a multidialectal river-based community in South Kalimantan, Indonesia, where Dayak Bakumpai and Banjar dialects are used concurrently. Employing a qualitative ethnography of communication approach, the research was conducted over six months in Kuripan District, involving 20 children aged 4–6 years, along with 10 parents and 5 teachers selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and audio-visual documentation across home, school, and community contexts. Thematic analysis revealed that children demonstrated phonological flexibility, adjusting pronunciation and prosody according to interlocutor and context, while developing balanced productive vocabularies that expanded substantially across age groups (120/110 words at age four to 280/270 words at age six for Bakumpai/Banjar respectively). Sustained exposure to both dialects across multiple social domains supported concurrent acquisition of dual phonological systems and context-sensitive lexical deployment. Children exhibited early metalinguistic awareness, explicitly recognizing dialectal differences. The findings demonstrate that multidialectal acquisition constitutes a distinct developmental phenomenon requiring theoretical frameworks extending beyond monolingual-bilingual dichotomies. This study contributes to language acquisition theory by highlighting dialectal variation as a meaningful developmental condition and informs culturally responsive language education curricula honoring Indonesia's linguistic diversity.
Integrating Kayuh Baimbai Philosophy into Project-Based Learning: Strengthening Social-Emotional Skills of Elementary Students in a Floating Market Community Nurdian, Novi; Novi Suma Setyawati; Fani, Armin
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3154

Abstract

Social-emotional skills are critical for 21st-century elementary education, yet conventional teaching methods in Indonesia inadequately facilitate their development, particularly through integration of local cultural values. This study explored the implementation of project-based learning (PjBL) integrated with the Kayuh Baimbai philosophy—a local wisdom emphasizing cooperation and collective responsibility—to strengthen social-emotional skills among elementary students in the Pasar Terapung Lokbaintan area, South Kalimantan. A qualitative case study approach was employed, involving two elementary schools, with data collected through semi-structured interviews with principals and teachers, classroom observations, and documentary evidence. Purposive sampling selected participants meeting inclusion criteria. Data analysis followed Miles, Huberman, and Saldaña's framework, with trustworthiness ensured through triangulation and member checking. The culturally grounded PjBL approach effectively enhanced students' empathy, responsibility, and cooperative behaviors through authentic project activities. Students demonstrated spontaneous prosocial behaviors, sophisticated understanding of collaborative principles, and improved conflict resolution skills. Unexpectedly, the approach fostered student agency and distributed leadership. Implementation challenges included limited preparation time, insufficient contextual materials, and variable parental engagement. Integrating local cultural philosophy into PjBL provides an effective mechanism for strengthening elementary students' social-emotional competencies while preserving indigenous knowledge. The study extends sociocultural learning theory and offers actionable pedagogical strategies for resource-constrained settings.
Co-Authors Novi Nurdian Novi Suma Setyawati Nurdian, Novi Setyawati, Novi Suma