Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal IJoLE: International Journal of Language Education Journal of Innovation in Educational and Cultural Research
Chiu, Chunta
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Adapting Mother Tongue-Based Instructional Models to Address Gender Disparities in Literacy and Numeracy Skills Laksana, Dek Ngurah Laba; Qondias, Dimas; Veliz, Leonardo; Chiu, Chunta; Utami, Ketut Herya Darma; Listyana, I Gusti Agung Ayu Putu
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75115

Abstract

Gender disparities in literacy and numeracy continue to challenge equitable education, especially in linguistically diverse and indigenous communities. In East Nusa Tenggara, Indonesia, the integration of mother tongue-based instructional models offers a promising approach to address these inequities. While the benefits of mother tongue education on overall academic achievement are well documented, its specific role in mitigating gender gaps remains insufficiently examined. This study aim to analyze mother tongue-based multilingual education (MTB-MLE) can be adapted to support gender-equitable learning outcomes in literacy and numeracy among elementary students. The method employed a mixed-method approach. The quantitative component involved quasi-experimental research, meanwhile the qualitative aspect included interviews. Research participants included early-grade elementary students in the Riung ethnic region, comprising a total sample of 168 students (70 male and 98 female). The quantitative data were analyzed using ANCOVA to evaluate differences in pretest and post-test results based on gender, while qualitative data underwent thematic analysis to identify facilitating factors and barriers in implementing the instructional model. Findings reveal that both male and female students benefited significantly from mother tongue-based instruction. Notably, female students showed greater improvements in literacy, while male students demonstrated slightly higher gains in numeracy. These results underscore the potential of culturally responsive, language-based instructional models to promote inclusive and equitable education. By situating learning within students’ linguistic and cultural contexts, mother tongue-based instruction not only enhances academic performance but also supports gender-sensitive pedagogy and curriculum development. This study contributes to the global discourse on language education by offering insights into how localized pedagogical strategies can be leveraged to address gender disparities.
Differentiated Interactive Media Based on Balinese Folklore: A Solution for Fostering Elementary School Students' Social Attitudes Wulandari, I Gusti Agung Ayu; Esaputra, I Nyoman Tri; Chiu, Chunta; Haryanti, Yuyun Dwi; Utami, Ketut Herya Darma
Journal of Innovation in Educational and Cultural Research Vol 7, No 1 (2026): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i1.2301

Abstract

This study is inspired by the relevance of positive social attitudes in developing harmonious connections with others, including peers, family, and society. The study examines how differentiated digital media, grounded in Balinese folklore and cultural values, influence the social perspectives of elementary school students. The research method adopted is quantitative, with an experimental component. The study's findings indicate that utilizing digital media rooted in Balinese culture, particularly through folklore, significantly enhances students' social attitudes, including helping one another, empathy, tolerance, peaceful living, and social participation. These improvements are closely tied to the cultural messages embedded in the stories. The results support earlier research that folklore, as a cultural artifact with strong moral messages, can shape future behavior. This study highlights the importance of integrating cultural heritage into digital learning tools to build moral and social values. The recommended steps include producing more culturally-based educational resources, providing teacher training to apply culturally-rich materials, and conducting further studies to evaluate the long-term impact of folklore-based digital media on character education.
Co-Authors Esaputra, I Nyoman Tri Haryanti, Yuyun Dwi I Gusti Agung Ayu Wulandari Laksana, Dek Ngurah Laba Listyana, I Gusti Agung Ayu Putu Utami, Ketut Herya Darma Veliz, Leonardo