Issues On The Implementation Of Culture-Based Teaching Strategy

Pannen, Paulina and Jamaludin, (2004) Issues On The Implementation Of Culture-Based Teaching Strategy. In: SEAMEO – UNESCO: Education Congress and Expo Adapting to Changing Times and Needs, 27-29 May, 2004, Bangkok, Thailand.

Preview

Text Issues on the Implementation of Culture-Based Teaching Strategy”.pdf Download (8MB) | Preview

Abstract

The policy on educational autonomy in Indonesia has provided each school with full authority in managing its own educational discourse. The implementation of school-based management system further demands each school to be competent and creative in designing, implementing, evaluating, and also managing meaningful learning activities within its own school, based on the national guidelines. Culture-based teaching strategy is intended to bridge the gap between schools and the local community where the school resides. In culture-based leaching, the school's subjects are infused with the local culture. The local culture is intensively explored as instructional media, as context of application of the subject matter, and as a frame of mind for learning the subject matter. It empowers the schools with rich selection of local and unique learning resources for meaningful and creative learning experiences. In the upsurge of globalization, the implementation of culture-based teaching strategy gives a wav for school to work on preserving the foundation of Indonesian culture while balancing the global and the local issues. The culture-based teaching strategy provides the teacher with an expanded repertoire of action and activities to introduce subject matter. By exercising their imaginations through subject matter-related cultural work, students as well as teachers are more likely to make new connections and transcend previous limitations. In addition the culture-based teaching strategy has been seen as powerful strategy to motivate students to apply their knowledge, work cooperatively, and make connections across content areas. Further, the implementation of culture-based teaching strategy has made easier for students to learn the subjects, and the activities has been regarded creative, enjoy full, and meaningful experience of learning. This paper discusses results of the try-out of the culture-based teaching strategy in one elementary school in Jakarta. The discussion focuses especially on the problems faced by teachers during the try-out process. It was found that there are five major factors to be considered. i.e., the content selection and integration (including knowledge on the subject matter as well as on the local culture), the knowledge construction process, the prejudice reduction process, the equity pedagogy, and the changing school culture. Those factors are to be taken care offal' future successful implementation of the culture-based teaching strategy as one powerful alternative that connects the schools with the rich local learning resources.

Actions (login required)

View Item