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All Journal Al Ishlah Jurnal Pendidikan RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Diglosia Journal of Indonesian Language Education and Literary Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia Abdimas Langkanae D'computare: Jurnal Ilmiah Teknologi Informasi dan Ilmu Komputer
M. Nur Hakim
Universitas Cokroaminoto Palopo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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Integrating Local Culture in the Development of Indonesian Language Teaching Materials for General Education Kartini' Kartini'; Anita Candra Dewi; M. Nur Hakim; Chece Djafar
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.5891

Abstract

Indonesia’s linguistic and cultural diversity presents both opportunities and challenges for language education. While the national curriculum emphasizes uniformity, it often overlooks the sociocultural realities of students across different regions. As a result, Bahasa Indonesia teaching materials rarely incorporate local content, leading to student disengagement and missed opportunities for culturally grounded learning. Despite growing interest in culturally responsive pedagogy, scalable and systematic curriculum development models remain limited. This study addresses that gap by employing the ADDIE instructional design framework in combination with Design-Based Research (DBR) to develop and evaluate culturally integrated Bahasa Indonesia learning materials. The project is implemented in ten schools across five provinces, using Culturally Responsive Pedagogy and Sociocultural Theory as its theoretical foundations. Data collection includes both quantitative assessments and qualitative interviews and observations. The findings indicate substantial learning improvements, including a 40% increase in student engagement, a 25% improvement in reading comprehension, and a 20% rise in writing proficiency. Qualitative data further reveal enhanced teacher-student relationships, increased classroom participation, and stronger cultural identification among students. These outcomes highlight the effectiveness of culturally sensitive materials in supporting both emotional and cognitive student development. The integration of local cultural elements fosters greater connection to learning content and improves overall academic performance. This study provides a scalable, evidence-based model for culturally inclusive curriculum development. Its implications extend to national education policy, teacher training, and subject-area integration, advocating for equity-centered reform in multilingual, multicultural education systems.
Co-Authors Anita Candra Dewi Besse Herdiana Busra Bumbungan, Busra chece djafar Etik Etik Gita Srihidayati Harsia, Harsia Kartini' Kartini' M Zulham Marlina Bakri Marlina Bakri Merri Silvia Basri Mochammad Imron Awalludin Nirsal Nurul Emma Kalsum Rio Sukarno Sasmayunita Sasmayunita Sasmayunita Sasmayunita Suparman Yassa, Sunarni