Integrating Dayak Local Wisdom into Literacy Instruction in Indonesian Language Subjects at the Elementary Level

Authors

  • Alya Rahmawati Universitas Muhammadiyah Malang, Indonesia
  • Budiono Budiono Universitas Muhammadiyah Malang, Indonesia
  • Endang Poerwanti Universitas Muhammadiyah Malang, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i2.7583

Keywords:

cultural literacy, Dayak local wisdom, Indonesian language learning

Abstract

Indonesian language instruction in elementary schools is expected to develop students’ literacy competencies while fostering cultural identity. However, literacy activities often provide limited opportunities to integrate local wisdom, particularly Dayak culture, resulting in less contextual and culturally meaningful learning experiences. This study aimed to examine the implementation of Dayak local wisdom-based literacy in Indonesian language learning and explore its contribution to students’ literacy development and cultural awareness. A qualitative descriptive design was employed at SD Negeri 1 Kalampangan, Palangka Raya. Participants included 24 fourth-grade students, one classroom teacher, one principal, and one librarian selected through purposive sampling. Data were collected over three months through participant observation, semi-structured interviews, and documentation. The data were analyzed using Miles and Huberman’s interactive model complemented by inductive thematic analysis, while credibility was established through triangulation and member checking. The findings indicate that integrating Dayak folktales, traditional songs, storytelling, and culturally relevant learning activities enhanced students’ reading, writing, listening, and speaking skills while strengthening their appreciation of Dayak culture, cultural identity, and social values. The implementation also increased student engagement by connecting literacy instruction with authentic local contexts. Nevertheless, limited availability of Dayak-based teaching materials and teachers’ varying cultural knowledge constrained instructional implementation.Integrating Dayak local wisdom into literacy instruction represents an effective culturally responsive approach that simultaneously promotes literacy development, character education, and cultural preservation in elementary education. Expanding culturally relevant learning resources and teacher professional development is essential to support sustainable implementation.

References

Abidin, Y. et al. (2017). Pembelajaran Literasi. Bumi Aksara

Ali. M. (2020). Pembelajaran Bahasa Indonesia dan Sastra (BASASTRA) di Sekolah Dasar. PERNIK : Jurnal Pendiidkan Anak Usia Dini. 3(1) 35-44. https://doi.org/10.31851/pernik.v3i2.4839

Ali, Muhammad. 2020. Pembelajaran Bahasa Indonesia dan Sastra (Basastra) di Sekolah Dasar. Pernik : Jurnal Pendidikan Anak Usia Dini. 3 (1) 35:44. https://doi.org/10.31851/pernik.v3i2.4839

Asip. M., Lestari, T, A., Maisura., Juliati. (2023). Pembelajaran Bahasa Dan Sastra Indonesia di SD. Media Sains Indonesia. http://dx.doi.org/10.31219/osf.io/k937b

Banks, J. A. (2019). An introduction to multicultural education (6th ed.). Pearson

Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. National Working Group on Education, 1–59.

Dikdasmen. (2016). Panduan gerakan Literasi Sekolah . Jakarta: Kemendikbud.

Diplan, & Setiawan, M. Andi. 2018. Metodelogi Penelitian Pendidikan. Purwodadi: CV. SARNU

Fananta, M, R., et al. (2017). Materi Pendukung Materi Pendukung Literasi Sains. Sekretariat TIM GLN Kemendikbud Jalan Daksinapati Barat IV, Rawamangun, Jakarta Timur

Fianto, F., et al. (2017). Materi Pendukung Materi Pendukung Literasi Finansial. Sekretariat TIM GLN Kemendikbud Jalan Daksinapati Barat IV, Rawamangun, Jakarta Timur

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.

Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003

Hadiansyah, F., et al. (2017). Materi Pendukung Materi Pendukung Literasi Budaya Dan Kewargaan. Sekretariat TIM GLN Kemendikbud Jalan Daksinapati Barat IV, Rawamangun, Jakarta Timur

Han, Weilin., et al. (2017). Materi Pendukung Materi Pendukung Literasi Numerasi. Sekretariat TIM GLN Kemendikbud Jalan Daksinapati Barat IV, Rawamangun, Jakarta Timur

Hijriyah, U. (2016). Menyimak Stategi dan Implikasinya Dalam Kemahiran Berbahasa. Bandar Lampung : Pusat Penelitian dan Pengabidan Masyarakat IAIN Raden Intan Lampung.

Kharizmi, M. (2019). Kesulitan Siswa Sekolah Dasar Dalam Meningkatkan Kemampuan Literasi. Jurnal Pendidikan Almuslim 8(2) 94-102.

Kurniawan, M, S., Wijayanti, O., & Hawanti, S. (2020). Problematika dan Strategi Dalam Pembelajaran Bahasa Indonesia Di Kelas Rendah Sekolah Dasar. Jurnal Riset Pendidikan Dasar. 1(1) 65-73). http://dx.doi.org/10.30595/.v1i1.7933

Kurniawan, R & Parnawi, A. (2023). Manfaat Literasi Untuk Meningkatkan Mutu Pendidikan . Jurnal Pendidikan, Bahasa dan Budaya, 2(1), 184–195. https://doi.org/10.55606/jpbb.v2i1.1148

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465

Nasrullah, R., et al. (2017). Materi Pendukung Materi Pendukung Literasi Digital. Sekretariat TIM GLN Kemendikbud Jalan Daksinapati Barat IV, Rawamangun, Jakarta Timur

Nieto, S., & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education (7th ed.). Pearson.

Nuryani, K, E, S. (2016). Pengembangan Siswa Melalui Pembelajaran Menulis di Sekolah Dasar. Lensa : Kajian Kebahasaan, Kesusastraan, dan Budaya. 6(1). 54-67

Oktariani., & Ekadiansyah, E. (2020). Peran Literasi dalam Pengembangan Kemampuan Berpikir Kritis. Jurnal Penelitian Pendidikan Psikologi dan Kesehatan (J-P3K) 1(1):23-33. http://dx.doi.org/10.51849/j-p3k.v1i1.11

Oktaviani, L., & Ratnaasari, D. (2020). Etnopedagogi dalam pembelajaran berbasis budaya lokal. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 9(3), 1–10.

Pujiatna, T., Rosmaya, E., & Wahyuningsih, N. (2020). Pengembangan Bahan Ajar Simak Berorientasi Kearifan Lokal untuk Meningkatkan Kemampuan Literasi Mahasiswa pada Mata Kuliah Menyimak. Deiksis :Jurnal Pendidikan Bahasa dan Sastra Indonesia, 7(1), 91:97. https://dx.doi.org/10.33603/deiksis.v7i1.2804

Pujiatna, T ( 2021). Kearifan Lokal sebagai Penunjang Pendidikan Literasi Budaya. Prosiding Seminar Nasional Pascarjana Universitas Negeri Semarang. 343-346

Ramelan. 2017. Meningkatkan Hasil Belajar Siswa Mata Pelajaran Bahasa Indonesia Melalui Model Example Non Example di Kelas VI SD Negeri No 053979 Kepala Sungai. Elementary School Journal PGSD FIP UNIMED. 7(1) 54:61. https://doi.org/10.24114/esjpgsd.v7i1.6402

Rifdah, S. N. ., & Rizkiani, A. (2022). Pengaruh Media Video Terhadap Kemampuan Menulis Teks Prosedur Siswa Kelas Xi Smk Kebon Jeruk. Metamorfosis. Jurnal Bahasa, Sastra Indonesia Dan Pengajarannya. 15(1), 45–54. https://doi.org/10.55222/metamorfosis.v15i1.714

Rosdiana, E., Kusmariyatni, N. N., & Widiana, I. W. (2013). Pengaruh Model Pembelajaran Kooperatif Tipe Paired Storytelling Berbantuan Media Audio Visual Terhadap Keterampilan Menyimak Bahasa Indonesia Siswa Kelas V SD. Mimbar PGSD Undiksha, 1(1), 1-11.

Samsiyah, N. (2017). Pembelajaran Literasi di Sekolah Dasar Untuk Membangun Karakter Siswa Melalui Penerapan Sistem Among. Prosiding Seminar Nasional Pendidik dan Pengembang Pendidikan Indonesia dengan Tema “Membangun Generasi Berkarakter Melalui Pembelajaran Inovatifâ€.

Santoso, S., Negara, I. H. P., Salsabila, S., Prihadi, A. A., & Purwono, P. Y. (2022). Tabungan Literasi Berbasis Kearifan Lokal (Tali Kekal) sebagai Solusi Penanaman Minat Literasi Siswa. Acitya Bhakti, 2(1), 65. https://doi.org/10.32493/acb.v2i1.14620

Sari, D, F. (2015). Kearifan Lokal Masyarakat Dalam Melestarikan Batang Aie Lunang di Kenagarian Lunang Kecamatan Lunang Kabupaten Pesisir Selatan. Jurnal Spasial. 2(1) 32-42. https://doi.org/10.22202/js.v2i1.1585

Saryono, D., et al. (2017). Materi Pendukung Materi Pendukung Literasi Baca Tulis. Sekretariat TIM GLN Kemendikbud Jalan Daksinapati Barat IV, Rawamangun, Jakarta Timur

Setiawan, A. A., & Sudigdo, A. (2019). Penguatan Literasi Siswa Sekolah Dasar Melalui Kunjungan Perpustakaan. Prosiding Seminar Nasional PGSD Ust, 1. Retrieved from https://jurnal.ustjogja.ac.id/index.php/sn-pgsd/article/view/4703

Siregar, J. (2018). Penerapan Model Pembelajaran Learning Cycle Terhadap Kemampuan Menulis Teks Berita Oleh Siswa Kelas X Sma Kampus FKIP Pematangsiantar. Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia. 2(2). https://doi.org/10.30743/bahastra.v2i2.1853

Sobel, D. (2004). Place-based education: Connecting classrooms and communities. The Orion Society.

Suarningsih, N. M. (2019). Peranan Pendidikan Berbasis Kearifan lokal dalam Pembelajaran di Sekolah. Cetta: Jurnal Ilmu Pendidikan, 2(1), 23–30. Retrieved from https://jayapanguspress.penerbit.org/index.php/cetta/article/view/165

Sugiarsih, 2010. Pembelajaran Keterampilan Berbicara Melalui Pendekatan Pengalaman Berbahasa di Sekolah Dasar. Majalah Ilmiah Pembelajaran, Universitas Yogyakarta.

Sugiyono. 2016. Metode Penelitian Kuantitatif, Kualitatif, Dan R & D. Bandung: Alfabeta.

Sukma, H, H., & Puspita, L. A. 2023. Keterampilan Membaca dan Menulis (Teori dan Praktik). Yogyakarta : K-Media

Susanto, M, A. (2013). Upaya Meningkatkan Keterampilan Bertanya dengan Model Pembelajaran Question Student Have pada Mata Pelajaran Bahasa Indonesia Siswa Kelas V MI Al-Hidayah Cipayung Kota Depok. Jurnal Pendidikan : Riset dan Konseptual. 6(2) 315-319. https://doi.org/10.28926/riset_konseptual.v6i2.499

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Widianto, E., & -, S. (2015). Peningkatan Keterampilan Membaca Teks Klasifikasi Menggunakan Metode SQ3R Dengan Media Gambar. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 4(2). https://doi.org/10.15294/jpbsi.v4i2.7380

Wurdianto, K., Norsandi, D., & Fitriana, E. (2022). Etnopedagogi Batang Garing Suku Dayak Ngaju sebagai Nilai Pendidikan Karakter Peduli Lingkungan. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 4(3), 45-64. https://doi.org/10.37680/scaffolding.v4i3.1936

Downloads

Published

2026-06-30

How to Cite

Rahmawati, A., Budiono, B., & Poerwanti, E. (2026). Integrating Dayak Local Wisdom into Literacy Instruction in Indonesian Language Subjects at the Elementary Level. AL-ISHLAH: Jurnal Pendidikan, 18(2), 2629–2641. https://doi.org/10.35445/alishlah.v18i2.7583

Issue

Vol. 18 No. 2 (2026): JUNE 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.