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All Journal Jurnal Pendidikan Administrasi Perkantoran (JPAP)
Faridah, Reni
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Economics, Econometrics & Finance Education Other

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Implementing Culturally Responsive Teaching in Indonesian Primary Schools: Challenges and Opportunities Faridah, Reni; Maksum, Arifin; Nurhasanah, Nina
Jurnal Pendidikan Administrasi Perkantoran (JPAP) Vol 12 No 3 (2024): December
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpap.v12n3.p371-379

Abstract

Phenomenon/Issue: Indonesia’s cultural diversity presents challenges for implementing Culturally Responsive Teaching (CRT) in primary schools, where a standardized curriculum often limits the inclusion of students' cultural backgrounds. Purpose: This study aims to explore the understanding, practices, and challenges faced by teachers in implementing CRT in Indonesian primary schools and to identify opportunities for improvement. Novelty: While CRT has been widely studied in Western contexts, research on its application in Indonesia’s unique multicultural setting is limited, particularly at the primary school level. This study contributes new insights into how CRT can be adapted and applied in Indonesian classrooms. Research Methods: A qualitative case study approach was employed, involving interviews with teachers, classroom observations, and focus group discussions with students from both urban and rural schools. Thematic analysis was used to analyze the data. Results: The study found that while teachers recognize the importance of CRT, they face significant challenges, including a rigid national curriculum, lack of culturally relevant materials, and insufficient training. However, students respond positively to culturally inclusive practices, and teachers are open to further training and resources.
Ethnopedagogical Approach in Primary Education: Enhancing Engagement, Cultural Identity, and Character Development Faridah, Reni; Marini, Arita; Zakiah, Linda
Jurnal Pendidikan Administrasi Perkantoran (JPAP) Vol 12 No 3 (2024): December
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpap.v12n3.p380-390

Abstract

Phenomenon/Issue: The integration of local cultural values in primary education, known as ethnopedagogy, faces challenges in effectively engaging students while preserving cultural identity and promoting character development. Purpose: This study aims to explore the impact of the ethnopedagogical approach on student engagement, cultural awareness, and character development in primary schools. Novelty: This research highlights the effectiveness of ethnopedagogy in fostering cultural identity and moral values among young learners, providing new insights into how local wisdom can be systematically integrated into formal education. Research Methods: The study employed a qualitative approach, using interviews with teachers, classroom observations, and document analysis to gather data on how ethnopedagogical practices are implemented in primary schools. Results: Findings show that the ethnopedagogical approach significantly enhances student engagement, strengthens cultural identity, and fosters positive character traits such as cooperation, respect, and tolerance. Despite these benefits, challenges remain, particularly in terms of teacher training and resource availability. The study underscores the importance of supporting ethnopedagogical practices to achieve more effective and meaningful education outcomes. Research Contributions: This study contributes to the literature by emphasizing the need for equitable resource distribution and comprehensive teacher training. It offers recommendations for policy reforms that can enhance the implementation of multicultural education, particularly in under-resourced regions, to promote inclusivity and social cohesion.  
Co-Authors Arifin Maksum Arita Marini Linda Zakiah Nina Nurhasanah, Nina