Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Al Ishlah Jurnal Pendidikan EDUVELOP (Journal of English Education and Development)
Resnita Dewi
Universitas Kristen Toraja
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Ethnopedagogics as A Learning Strategy in Multicultural Education in Indonesian Language Subjects Elisabet Mangera; Roni La'biran; Resnita Dewi
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.5909

Abstract

Indonesia’s multicultural context presents both opportunities and challenges for education, particularly in integrating local cultural values into formal learning. Ethnopedagogy has emerged as a culturally responsive approach that connects curriculum content with students’ socio-cultural backgrounds. This study examines the implementation of ethnopedagogics as a learning strategy in Indonesian language subjects within a multicultural classroom setting in a rural area of Tana Toraja. This research employed a qualitative case study design conducted at UPT SMP Negeri 3 Bonggakaradeng, South Sulawesi. Data were collected over six weeks through participatory observation, in-depth interviews with three Indonesian language teachers, focus group discussions involving twelve students, and document analysis of lesson plans and teaching materials. The data were analyzed using thematic analysis with source and method triangulation to ensure validity. The findings indicate that the integration of local cultural elements, particularly Toraja folklore, increased students’ learning motivation, classroom engagement, and appreciation of cultural diversity. Ethnopedagogic-based learning fostered empathy, intercultural communication, and mutual respect among students from different ethnic backgrounds. Teachers also reported improved classroom dynamics and stronger teacher–student relationships. However, challenges included limited culturally representative resources and insufficient teacher training. The study demonstrates that ethnopedagogics can function as an effective multicultural learning strategy by promoting inclusive, culturally responsive education. Despite implementation challenges, this approach contributes to strengthening social cohesion and contextualizing language learning in culturally diverse settings.
Development of Environment-Based Contextual Learning Model for improving the English Language Competency of Children with Disabilities in Inclusive Schools Roni La'biran; Markus Deli Gerik Allo; Resnita Dewi; Judith Raty Tandi Arrang; Hilda Kalvin; Kevin Imanuel
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5965

Abstract

This study aims to develop an environment-based contextual learning model designed to enhance the English language competency of children with disabilities in inclusive schools. The research adopts a research and development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The model emphasizes the use of real-life environmental contexts as learning resources, integrating natural surroundings, school environments, and community-based materials to create meaningful learning experiences. Data were collected through observation, interviews, and performance assessments involving English teachers, students with disabilities, and inclusive education experts. The results indicate that the environment-based contextual learning model effectively increases students’ motivation, participation, and English proficiency, particularly in vocabulary mastery and communicative competence. The model also promotes inclusive interaction and supports differentiated learning strategies tailored to students’ needs and abilities. Overall, this study concludes that environment-based contextual learning provides a practical and inclusive pedagogical framework for improving English language competency among children with disabilities in inclusive educational settings.
Co-Authors Elisabet Mangera Hilda Kalvin Judith Raty Tandi Arrang Kevin Imanuel Markus Deli Gerik Allo Roni La'biran Roni La'biran