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All Journal Journal of Innovation and Research in Primary Education Academia Open
MEY PRATIWI
JURUSAN PGSD FIP UNESA
Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Other

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Analysis of Geographic Literacy Values in Serat Centhini as a Source of Contextual Learning in Elementary Schools Pratiwi, Mey; Rachmadyanti, Putri; Puspita, Ari Metalin Ika
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2634

Abstract

Geographic literacy development in elementary education remains inadequate globally, with students struggling to connect spatial concepts to lived experiences. This study examines Serat Centhini, a classical Javanese manuscript, as a culturally embedded resource for developing geographical literacy in elementary schools. A descriptive qualitative research design was employed at Urangagung Elementary School involving 32 fifth-grade students, two teachers, and the principal. Data collection comprised textual analysis of Serat Centhini, classroom observations over eight sessions, and semi-structured interviews. Thematic analysis through data reduction, display, and conclusion drawing identified geographical literacy values, validated through source triangulation and peer debriefing. Five interconnected geographical literacy values emerged: spatial representation and orientation (87.5% student success rate), human-environment interactions (81.3% comparative analysis success), cultural-geographical interconnections (84.4% understanding achievement), historical-temporal spatial awareness (71.9% recognition of spatial changes), and moral-ecological values (90.6% enhanced environmental awareness). Implementation strategies including spatial narratives, local environmental analysis, collaborative learning, and reflective writing effectively enhanced students' spatial thinking and ecological consciousness. Findings demonstrate that classical cultural texts contain sophisticated geographical knowledge systems aligned with contemporary spatial thinking frameworks. This research contributes to place-based education theory by illustrating how culturally embedded narratives simultaneously advance spatial literacy, cultural preservation, and character development, supporting transformative education for sustainable development.
Serat Centhini Integration Builds Elementary Geographic Literacy: Integrasi Serat Centhini Membangun Literasi Geografi Siswa Sekolah Dasar Pratiwi, Mey; Rachmadyanti, Putri; Puspita, Ari Metalin Ika
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13777

Abstract

General Background: Geographic literacy is a core competency in primary education encompassing spatial understanding, human–environment interaction, and cultural interpretation. Specific Background: Elementary Natural and Social Sciences learning in Indonesia often relies on textbooks and lacks contextual linkage to students’ real-world spatial experiences. Knowledge Gap: Previous studies have identified geographic values in Serat Centhini but have not deeply examined its integration process within classroom practice and learner experiences. Aims: This study investigates the integration of Serat Centhini as a culturally grounded source of geographic literacy in elementary IPAS learning. Results: Using a qualitative case study with 32 fifth-grade students and a teacher, findings show that narrative-based learning through Serat Centhini supports students’ understanding of spatial relationships, contextualizes geographic concepts, strengthens awareness of human–environment interactions, and connects cultural dimensions with geographic knowledge. Students demonstrated the ability to interpret spatial descriptions, relate them to real environments, and reflect on environmental values through culturally relevant narratives. Novelty: This study introduces a perspective that positions traditional Nusantara literature as an integrated pedagogical resource linking geographic literacy with cultural identity formation in elementary education. Implications: The findings highlight the potential of local literary heritage as an interdisciplinary and contextually meaningful learning resource, offering guidance for teachers, curriculum designers, and policymakers to incorporate culturally responsive approaches in geographic literacy development. Highlights• Narrative learning supports spatial concept comprehension through cultural storytelling• Students connect textual geography with real environmental contexts and practices• Cultural narratives foster ecological awareness and value-based reflection KeywordsGeographic Literacy; Serat Centhini; Local Wisdom; Narrative Learning; Elementary Education
Co-Authors Puspita, Ari Metalin Ika RACHMADYANTI, PUTRI