Pengintegrasian Konten Budaya Lokal  Dalam  Buku Tematik Pegangan Siswa  Kelas v Sekolah Dasar

Prihatini, Arti

doi:10.30957/lingua.v12i2.26

Cited by 8 publications

(9 citation statements)

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“…In addition, to increase students' awareness and experience as a whole, the textbook material must expose attitudes from other cultures (Mohammadi & Abdi, 2014). Moreover, the topics used as material in textbooks have not been adapted to the socio-cultural context (Badea & Iridon, 2015), so it is necessary to integrate local cultural content (Prihartini, 2015). In conclusion, the textbook materials must be adapted to the students' cultural backgrounds, especially the local culture.…”

Section: Specification Of the Materials Suitability With The Student'...mentioning

confidence: 99%

Specifications for Textbook Materials at Madrasah Ibtidaiyah

Suwardi

Habibi

2022

Mudarrisa

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This study aims to find the specification of textbook material for grade 1 Madrasah Ibtidaiyah (MI) in Salatiga City. This study used descriptive qualitative and descriptive quantitative approaches. A qualitative descriptive approach was employed to describe the data obtained through the interview method, with the type of guided interview. The interview method used an interview guide instrument, analyzed through the stages of analyzing data, reducing data, categorizing data, interpreting data, and drawing conclusions. Meanwhile, a quantitative descriptive approach was utilized to describe the data obtained through a questionnaire, which used a filling type questionnaire. Questionnaire data were then analyzed using descriptive statistical formulas. The study results found that the material specifications for the MI grade 1 textbook in Salatiga City had been adjusted to the core competencies (KI) and basic competencies (KD) set by the government; the development of the material was sourced from information technology that can be accounted for and from similar books; the material was adapted to the students' abilities; the material was adapted to the conditions of the student's cultural environment; the material paid attention to the condition of student diversity; the material contains factual truths and concepts; supporting learning; the material begins with question and command sentences. The theoretical implication of this finding is that it can be used as a reference in assessing and developing textbooks at MI.

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Section: Specification Of the Materials Suitability With The Student'...mentioning

confidence: 99%

Specifications for Textbook Materials at Madrasah Ibtidaiyah

Suwardi

Habibi

2022

Mudarrisa

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“…In introducing cultural content to students, it is necessary to have an appropriate comparison with the learners' native culture to ensure clear understandings and provide suitable content according to the learners' level of Chinese language proficiency and understanding ability [15]. UNESCO argues that integrated learning must connect and integrate local wisdom with global knowledge by bringing up global cultural content and local culture in textbooks [16]. Cheng also argues that textbooks that introduce content and context of local wisdom can improve the quality of education [16].…”

Section: Analysis Of How To Deliver Cultural Content In the Beginner-...mentioning

confidence: 99%

“…UNESCO argues that integrated learning must connect and integrate local wisdom with global knowledge by bringing up global cultural content and local culture in textbooks [16]. Cheng also argues that textbooks that introduce content and context of local wisdom can improve the quality of education [16]. Local cultural content and global culture can be integrated into textbooks through reading, supporting, practice, and assignment items [17].…”

Section: Analysis Of How To Deliver Cultural Content In the Beginner-...mentioning

confidence: 99%

Analysis of Cultural Content on the Beginner-Level Textbooks “Bahasa Tionghoa Zaman Sekarang”

Sutandi¹,

Selvia²

2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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Language learning and cultural learning are inextricably linked to each other. Foreign language learners who are equipped with cultural understanding will possess "intercultural competence," which is essential in cross-cultural communication. In Indonesia, learning Chinese at the beginner level is still highly reliant on textbooks. Therefore, in determining textbooks, teachers must carefully evaluate every cultural aspect for students to know and comprehend while considering appropriate delivery method options. This research analyzes the beginner-level textbook, "Bahasa Tionghoa Zaman Sekarang," which has a specific target audience, namely learners who speak Indonesian as their first language. The aspects analyzed are the cultural content in the textbook and the method of delivery. This qualitative descriptive research identifies the cultural content data presented in the textbook, whose form of culture and delivery are then described and analyzed. The results of the analysis show that the textbook is remarkably rich in cultural content, especially Chinese culture. The cultural diversity of ideas, activities, and artifacts conveyed in various delivery forms within the textbook greatly supports effective learning of Chinese communication to avoid cultural misunderstandings. Considering the evolving culture and the study that has been done, the authors provide several suggestions to develop the textbook used in the future.

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“…12, No. 2, September 2015p-ISSN: 1979e-ISSN: 2442-238X;Web: lingua.pusatbahasa.or.id Pusat Kajian Bahasa dan Budaya, Surakarta, Indonesia Prihatini, Arti. 2015…”

Section: Butir Latihan Dan Tugasmentioning

confidence: 99%