Socio-Cultural Based Learning Module for Critical Thinking Ability in Elementary School: Systematic Search

Amalia, Sholihati; Wuryandani, Wuri

doi:10.2478/atd-2020-0017

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…LSA results show that the appropriation of cultural-based teaching still faces several challenges within the remedial education context. Challenges identified in this study, such as teaching resources, existing curriculum, teacher knowledge, and time allocation, are not unique to Malaysia and exist in numerous other developing nations (Amalia & Wuryandani, 2020). Other than that, the problems established are significant to consider when making a plan for teaching with cultural elements, especially in the context of remedial education in Malaysia.…”

Section: Discussionmentioning

confidence: 92%

Needs analysis for developing culturally responsive teaching for remedial education: What do teachers need?

Al,

Mohamad,

Alias

2023

Spec eduk i rehabilitacija

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Culturally responsive teaching modifies the learning experience by building an atmosphere that celebrates, acknowledges, and establishes the cultural capital that teachers and students create in the classroom. However, lessons that consider culture need to be fully proposed in remedial education. Objectives. Thus, this study views culture as one of the most significant variables to be implemented in remedial education, especially in assisting students' mastery of literacy skills by utilizing needs analysis research for remedial teachers. Methods. The needs analysis procedure was adapted and modified by focusing on three elements: lack situation analysis, present situation analysis, and target situation analysis. Subsequently, data were collected via an online questionnaire involving 252 voluntary remedial teachers from the middle-zone state in Malaysia. Results. The present situation analysis summarizes students' learning in remedial classrooms, indicating a considerable influence when teachers employ cultural-based learning. Nonetheless, the lack situation analysis demonstrates that teachers lack access to teaching resources, and the remedial education curriculum does not emphasize cultural-based learning. Conclusion. Target situation analysis suggests introducing culturally responsive teaching with the components of teaching, connecting, acceptance, classroom community, interaction, and evaluation as practical and wideranging approaches for remedial education. It is proposed that curriculum developers establish a guideline for remedial teachers in utilizing culturally responsive teaching for remedial education.

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Section: Discussionmentioning

confidence: 92%

Needs analysis for developing culturally responsive teaching for remedial education: What do teachers need?

Al,

Mohamad,

Alias

2023

Spec eduk i rehabilitacija

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“…Concurrently, teachers encountered challenges in the curriculum structure of remedial education and expressed concern regarding the lack of emphasis on cultural-based learning. [44] reported that the teaching strategies introduced in the subject curriculum structure become challenging during the transition to classroom learning when more teacher creativity would be required to process teaching materials. Students' cultural background diversity awareness should also be incorporated into the curriculum [45].…”

Section: Discussion 421 Contemporary Pedagogical Circumstancesmentioning

confidence: 99%

The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations

Anuas,

Nasri,

Alias

2024

IJERE

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<span lang="EN-US">In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology</span><span lang="EN-US">.</span>

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“…But, unfortunately almost there is no teaching and learning material or educational media that use pantun on contextual in school circles. Education based on cultural literacy can guide students to know their culture and building student's character too (Amalia & Wuryandani, 2020;Naderer, 2021).…”

Section: Discussionmentioning

confidence: 99%

Pantun as Local Cultural Literation Media for Elementary School Students in Indonesia

Bagastian,

Usman,

Adi

2023

indonesian j. educ. res. rev.

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Over time, local cultures are forgotten. Many students don’t have interest to their culture. Therefore, the goal of this study is to analyze integration of pantun as local cultural literation media for elementary school students. The research is qualitative and uses the literature study method. This study was carried out by searching journals from the science education journal, ScienceDirect search engine and other keywords pantun, local cultural literacy, media literacy, and poem resulted in 2.855 articles. Derived from ScienceDirect, ERIC, and Indonesian science education. Through above process, ten appropiate articles were obtained. Then analyze, and extracted. This study also uses interview and observation instrument in two elementary schools. The subject of this researches are elementary school’s students and teachers. This study conclude that pantun can be used to improving local cultural literacy students because it is easy to remember, easy to be named, and it can be produced as a branding that can be loaded in banners, posters, flash cards, and other printing media that can be displayed in school corridors, class, gardens, squares, and anywhere that can be adapted to the content of pantun.

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Socio-Cultural Based Learning Module for Critical Thinking Ability in Elementary School: Systematic Search

Cited by 7 publications

References 8 publications

Needs analysis for developing culturally responsive teaching for remedial education: What do teachers need?

Needs analysis for developing culturally responsive teaching for remedial education: What do teachers need?

The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations

Pantun as Local Cultural Literation Media for Elementary School Students in Indonesia

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