IMPLEMENTATION OF ETHNOPEDAGOGY-BASED LEARNING AT ELEMENTARY SCHOOL: CASE STUDY OF KUALA LUMPUR INDONESIA SCHOOL GRADE 2

Abstract

Ethnopedagogy is a learning approach that integrates local wisdom and cultural values in the education process so that learners not only understand academic materials but also internalize their cultural identity. This research aims to analyze the implementation of ethnopedagogy-based learning in primary schools, particularly in Sekolah Indonesia Kuala Lumpur (SIKL). Then, it also analyzes the challenges faced in the process of implementing ethnopedagogy and analyzes how the impact is given by the implementation of ethnopedagogy-based learning for grade 2 students at SIKL. This research uses a qualitative approach, using interviews, documentation, and observation techniques as data collection sources. Research indicates that teachers in Kuala Lumpur Indonesia School have implemented ethnopedagogy through two main stages: (1) lesson planning by combining the cultural load of Indonesia and Malaysia, (2) implementation involving culturally based activities such as the Sulawesi region's "appropriate dance" and a program Projek Penguatan Profil Pelajar Pancasila (P5), performance by raising the Balinese cultural theme. Implementation factors include the support of a flexible school curriculum, the availability of cultural resources, and the enthusiasm of students. However, challenges such as time constraints also arise when teaching and learning activities are allocated to smaller areas. In all, the study concludes that ethnopedagogy-based learning has the potential to increase the involvement of multicultural participants and understanding, especially in the context of Indonesian schools abroad.