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Muhamad Ahyar Rasidi
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Jurnal Strategi Pembelajaran
Published by YAYASAN CENDEKIA CITRA GEMILANG
ISSN : -     EISSN : 30482283     DOI : https://doi.org/10.61798/jsp.v1i2.146
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Jurnal Strategi Pembelajaran (E-ISSN: 3048-2283) is a peer-reviewed and open access journal that focuses on learning strategies, media, models, approaches, and techniques. In general, all learning innovations can be published in this journal. The themes in the research are not limited by educational levels such as Elementary School, Middle School and High School, including learning in universities with various study programs. This journal is published twice a year, in June and December
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 22 Documents
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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.
THE DINA AS A COMMUNITY GOVERNANCE MECHANISM FOR STRENGTHENING EDUCATION IN ATSIMO ANDREFANA, MADAGASCAR Sulla, Razafitahindraza Erica Feyzine; Ratna, Hangivola Emyblonde; Esmati, Shahabuddin
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.v2i2.442

Abstract

This study aims to explore the role of Dina as a community governance mechanism in supporting educational development in the rural municipalities of Milenaka, Ankililoaka, and Ankilimaliniky, located in the Atsimo-Andrefana region of Madagascar. Dina, a set of customary rules rooted in ancestral Malagasy traditions, has traditionally focused on maintaining public order, regulating social behavior, and resolving community conflicts. This study uses a qualitative case study approach, collecting data through semi-structured interviews, group discussions, and document analysis of local Dina regulations. 18 key informants participated, including mayors or vice mayors, Dina executive committee members, and representatives of youth, women, and persons with disabilities, ensuring diverse perspectives on governance and education. Thematic analysis was applied to identify patterns related to governance practices, community-based learning, and the integration of educational objectives within customary structures. indings reveal that Dina remains primarily associated with social regulation, yet its participatory mechanisms enable the transmission of social norms, promotion of school attendance, and engagement of marginalized groups. Women, youth, and persons with disabilities play critical roles in enhancing the educational potential of Dina, while challenges such as harsh enforcement practices, limited coordination with formal educational policy, and inconsistencies with constitutional principles constrain its effectiveness. The study concludes that reforming Dina to incorporate education-focused norms, fostering inclusive representation, and linking customary governance with local educational institutions can transform Dina into a culturally grounded, community-driven mechanism that supports both social cohesion and sustainable learning outcomes in rural Madagascar.

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