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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Happy Dwi Prihartanti
Universitas PGRI Semarang
Religion Education Languange, Linguistic, Communication & Media

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PERAN MITOS KOYEIDABA DALAM MEMBENTUK PANDANGAN HIDUP MASYARAKAT SUKU MEE PAPUA Happy Dwi Prihartanti; Harjito
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10786

Abstract

This study examines the role of the Koyeidaba Myth in shaping the worldview of the Mee Tribe in Papua. The Koyeidaba Myth is a messianic narrative transmitted orally and regarded as a source of moral values, social ethics, and the concept of salvation for the Mee people. This research employed a descriptive qualitative method with data collected through interviews, observations, and documentation involving tribal elders, religious leaders, and local residents in Topo Village, Nabire. The findings reveal that the Koyeidaba Myth significantly influences the Mee people's understanding of life, particularly regarding the values of abundance (mobu), safety (aji), respect for nature, and adherence to moral principles such as prohibitions against killing, stealing, lying, jealousy, and adultery. The myth also serves as a conceptual bridge between traditional Mee beliefs and Christianity. However, the study found a generational shift in which younger Mee individuals no longer know the story in full, although they still practice its underlying values. This research concludes that the Koyeidaba Myth is a fundamental structure that maintains the identity, morality, and worldview of the Mee community
A Needs Analysis for Developing a Short Story Learning Module Based on Gender Equality and Local Identity in Nabire Happy Dwi Prihartanti; Nazla Maharani Umaya; Sri Suciati
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 2 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i2.3076

Abstract

This study aims to analyze the suitability of learning components with gender-responsive principles and to identify the need for developing short story teaching materials based on gender equality and local identity in Nabire Regency. A qualitative descriptive approach was employed, involving Indonesian language teachers and senior high school students in Phase F as research subjects. Data were collected through classroom observations, teacher needs questionnaires, and textbook document analysis, then analyzed using an interactive model comprising data reduction, presentation, and conclusion drawing. The findings reveal that the learning process has not fully reflected gender equality. Inequalities were observed in student participation and role distribution, where male students tended to dominate public activities while female students were confined to domestic roles. Teachers demonstrated a high level of understanding of gender-responsive learning (77.0%); however, implementation remained at a moderate level (58.8%). The need for gender-responsive teaching materials based on local identity was categorized as very high (84.5%). Textbook analysis further showed that existing short story materials inadequately represented gender equality, as evidenced by the dominance of male characters and the limited roles assigned to female characters. This study is a needs analysis; it does not yet encompass the module development stage itself. Nevertheless, its findings provide a critical empirical foundation for designing gender-responsive literary teaching materials tailored to culturally specific regional contexts. The study contributes to Indonesian language pedagogy by documenting a significant and systematic gap between gender awareness, practice, and material availability in a region that has been largely underrepresented in educational research. These findings can directly inform curriculum developers, teacher educators, and school leaders in Nabire and comparable contexts in Eastern Indonesia.
Co-Authors Harjito Nazla Maharani Umaya Sri Suciati