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All Journal Jurnal Ilmiah Pendas : Primary Education Journal Jurnal Strategi Pembelajaran
Claudette, Andriantenaina
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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CULTURE AS A FOUNDATION FOR LEARNING STRATEGY INNOVATION: A CASE STUDY FROM IHOSY, MADAGASCAR Claudette, Andriantenaina; Ravaoarisoa Simonette Augustin; Koto Bernard
JURNAL STRATEGI PEMBELAJARAN Vol. 2 No. 2 (2025): IN PROGRESS Jurnal Strategi Pembelajaran
Publisher : Yayasan Cendekia Citra Gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/jsp.v2i2.432

Abstract

This study aims to examine how local culture serves as a foundation for learning strategy innovation in Ihosy, Madagascar, where schools operate within strong communal traditions and limited educational resources. Using a qualitative case study approach, the research was conducted in three public secondary schools and one community learning center, selected for their active engagement with local cultural practices. A total of 24 participants, including school principals, teachers, students, parents or community elders, and education officers, were purposively and snowball-selected to capture diverse perspectives on teaching, learning, and cultural integration. Data were collected over two months through semi-structured interviews, non-participant classroom observations, and document analysis, allowing for triangulation and a comprehensive understanding of culturally grounded instructional practices. Thematic analysis of transcribed interviews and observation notes revealed that teachers act as cultural mediators, adapting curricula to integrate local traditions, storytelling, and communal problem-solving approaches, which enhance student engagement, comprehension, and collaboration. Community involvement was found to reinforce these strategies by providing authentic knowledge and fostering shared responsibility for learning. The findings also highlight the role of culturally relevant pedagogy in motivating students, improving classroom participation, and sustaining innovative instructional practices. The study concludes that culture is not a barrier but a critical resource for educational innovation in rural contexts, and it recommends professional development for teachers, structured mechanisms for community participation, and further research into the long-term impacts of culturally grounded learning strategies. These insights contribute to understanding how culture can be systematically leveraged to improve education in culturally diverse and resource-limited settings.
LEARNING THROUGH TRADITION IN PRIMARY EDUCATION: CASE OF IHOROMBE REGION, MADAGASCAR Claudette, Andriantenaina; Simonette Augustin, Ravaoarisoa; Bernard, Koto
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 2 (2025): Desember 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/wfyybh14

Abstract

This study aims to explore how local cultural traditions shape primary education in the Ihorombe Region of Madagascar, with a focus on understanding the ways in which community knowledge, values, and practices influence student learning, engagement, and classroom dynamics. Using a qualitative case study approach, data were collected from 20 informants, including school principals, teachers, students, parents, and community elders, through in-depth interviews, classroom observations, informal discussions, and document analysis. The findings indicate that cultural values such as respect for elders, cooperation, and collective responsibility play a central role in guiding student behavior and fostering collaborative learning. Oral traditions and storytelling serve as effective tools for comprehension and the transmission of moral and social knowledge, while active community participation strengthens student motivation, attendance, and commitment. The study also identifies challenges in aligning the national curriculum with local realities, particularly when teaching materials and instructional approaches do not reflect students’ cultural experiences. Overall, the study demonstrates that integrating tradition into formal schooling enhances learning outcomes, reinforces cultural identity, and creates a holistic educational environment in which students can connect community practices with academic knowledge, highlighting the importance of culturally responsive approaches in rural education contexts.
Co-Authors Bernard, Koto Koto Bernard Ravaoarisoa Simonette Augustin Simonette Augustin, Ravaoarisoa