p–ISSN: 2723 - 6609 e-ISSN: 2745-5254
Vol. 5, No. 4 April 2024 http://jist.publikasiindonesia.id/
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1328
Workshop on Preparation of Teaching Tools for Local
Content of Manggarai Culture with a Culturally Responsive
Teaching Model for Elementary School Teachers throughout
Manggarai Regency
Marianus Tapung
Universitas Katolik Indonesia Santu Paulus Ruteng, Indonesia
Email: [email protected]
*Correspondence
ABSTRACT
Keywords:
Workshop on preparation
of teaching tools; local
content; manggarai
culture; model of
culturally responsive
teaching.
The Workshop on the Preparation of Teaching Tools for
Local Content of Manggarai Culture with the Culturally
Responsive Teaching (CRT) Model for Elementary School
Teachers throughout Manggarai Regency aims to improve
teachers' understanding and skills in integrating local culture
into school learning. This workshop was held in response to
the need for a more relevant and inclusive learning approach
for students in Manggarai District. Through training
sessions, working group discussions, and presentations,
participants were given knowledge and practical skills in
developing teaching tools that are responsive to Manggarai
culture, utilizing CRT principles. Teachers have been
identifying, mapping, and integrating elements of local
culture into lesson-planning documents and learning tools,
thus opening up space for more meaningful and relevant
learning experiences for elementary school students in
Manggarai. The workshops also provide a space and
platform for exchanging ideas and experiences between
teachers, strengthening pedagogic insights, establishing
communication and collaboration, fostering collective
awareness, building professional networks, and building
sustainable learning communities. The involvement of
teachers in this workshop is expected to improve the quality
of education in Manggarai District while strengthening and
promoting the rich and valuable local cultural heritage.
Introduction
Efforts to preserve and pass on local culture are fundamental in maintaining and
caring for the uniqueness of the identity and heritage of a community. Culture includes
the customs, beliefs, and practices of a particular group of individuals who have learned
to live and thrive in a specific environment over a long period. It shapes how people
perceive the world, interact with each other, and develop a sense of belonging (Sagita,
Deliarnoor, & Afifah, 2019). Education is a meaningful way to pass on cultural values to
Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a
Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai
Regency
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1329
future generations. Schools and educational institutions need to actively integrate local
culture into the school curriculum to inherit (legacy) culture and affirm local cultural
identity in the younger generation (Musanna, 2011). In this case, education policies
related to MULOK are by the vision of forming a golden generation to support the vision
of Indonesian Education 2045 (Jampi & Nawir, 2019), namely, realizing an advanced
Indonesia that is sovereign, independent, and personable through the creation of Pancasila
Students who are critical, creative, independent, have faith, fear God Almighty, and have
noble character, cooperation, and global diversity.
The government of Indonesia, through the Ministry of Education and Culture
(Kemendikbud) policy, has encouraged the development of local curricula that include
regional and local cultural studies. In Permendikbud No. 79/2014 concerning Local
Content of the 2013 Curriculum, MULOK is defined in Article 1, paragraphs 1 and 2 as
study materials or subjects in elementary / mi, junior high school / MTs, SMA / MA, and
SMK / MAK education units, which contain content and learning processes about local
potential and uniqueness. At the same time, article 2 (1) reads that local content is study
material or subjects in educational units that contain content and learning processes about
local potential and uniqueness, which aims to shape students' understanding of excellence
and wisdom in the area where they live. Meanwhile, Law No. 20/20023 Sisdiknas, article
37 confirms that MULOK is a study material to shape students' understanding of the
potential in their area of residence.
According to Asmani (2010), the scope of MULOK (Nasir, 2013) is the first Scope
of Regional Circumstances and Needs. The scope of regional circumstances and needs is
everything in a particular area related to the natural environment, socio-economic
environment, and socio-cultural environment. The needs of this area are everything that
is needed by the people in an area, especially for the survival and improvement of the
community's standard of living. Second, Local Load Type scope/Content. The scope of
content or type of local content is in the form of regional languages, English, regional
arts, regional skills and crafts, customs, and knowledge of various characteristics of the
surrounding natural environment, as well as things deemed necessary by the region
concerned.
There are three policy schemes for integrating MULOK in schools (Nasir, 2013)
(YOUNG, 2019): first, Integrate MULOK material with other maples. Education units
and local governments can assign MULOK materials mapped into different subjects. Of
course, certain subjects are included in group B in the curriculum structure, namely the
subjects of Cultural Arts, Physical Education, Sports and Health (PJOK), and Crafts. That
way, MULOK material can be given as part of these subjects, using the time provided.
They are second, MULOK should be integrated into the project theme of Strengthening
the Profile of Pancasila Students (P5). Education units and local governments can
incorporate MULOK materials in the framework of P5. For example, learning projects
with the theme of entrepreneurship and local wisdom are carried out by exploring the
potential of local crafts, learning projects with the theme of climate change can be related
to environmental issues in the region, and so on (Wasimin, 2022). Third, develop stand-
Marianus Tapung
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1330
alone MULOK subjects as intracurricular programs to strengthen literacy, numeracy,
and character. Education units and local governments can establish stand-alone MULOK
exceptional maples as part of intracurricular programs (Imamate et al., 2020). For
example, exceptional maples are held for regional language and culture, maritime,
regional tourism, and so on, according to the potential of each region. In this case, the
maximum learning load used is 72 Lesson Hours (JP) per year or 2 JP per week.
In the context of Manggarai culture, cultural inheritance is part of the philosophy
"Neka among kuni agu kalo," “neka lego tana bate de tempo" (Don't forget your
hometown, don't let go of the inheritance of your ancestors). What is the development
model bdauya manggarai remains well maintained in unity "One Lingko Peang drum"
(the traditional drum house on the inside, the land where the search for life is maintained),
and it continues to develop according to philosophy "wake calar ngger wa, saung
bembang ngger eta" (remaining rooted downward-cultural identity, but expanding
upward-worldwide) that occurs (Jebarus, 2015). In the era of excellent shifting and
technological disruption with various significant impacts on human patterns and
behavior, efforts to assert local cultural identity become imperative or urgent (Duryatmo,
Sarwoprasodjo, Lubis, & Suhartijo, 2019). One of the critical instruments in preserving
and passing on Manggarai culture is through school learning activities. To support
MULOK Budaya Manggarai-based learning, teachers must develop a comprehensive
curriculum that incorporates local cultural values into teaching (Manggarai, Tenggara, &
Adon, 2022) (Dalut, Apriyadi, & Fibrianto, 2022). The curriculum is tailored to the
specific needs of Manggarai culture, allowing students to learn and appreciate
Manggarai's present and future cultural heritage. Through this curriculum, students will
learn about the history of their region, customs, culture, art, music, literature, and other
essential aspects that define their community (Resmini & Saina, 2021).
Based on this urgency, the Youth Education and Sports Office (PPO) of Manggarai
Regency, in collaboration with St. Paul Ruteng Catholic University, designed an activity
entitled Workshop Preparation of Teaching Tools for Local Content of Manggarai Culture
with Model Culturally Responsive Teaching (CRT) for elementary school teachers
throughout Manggarai Regency. Activities Workshop It is based on the importance of
teachers understanding the cultural backgrounds of their students to create classroom
experiences that encourage respect, equity, and inclusivity (Yusuf, Marimuthu, & Yusuf,
2018). This model recognizes that in order to provide effective teaching and deal
effectively with student behavior problems, teachers must have an adequate
understanding of their students' social-emotional experiences (Wulandari, Ningsih, &
Rahmawati, 2023). Use of CRT models in Workshop aims to facilitate the development
of MULOK Budaya Manggarai teaching tools to elementary school teachers in a more
effective way to promote Manggarai culture, language, and values (Listiyowati, Munjani,
& Parmin, 2023). This provides an opportunity to create a more inclusive, respectful and
engaging learning environment for all students (Inayah, Triana, & Retnoningrum, 2023).
The CRT model provides guidance on how to understand students' cultural backgrounds,
Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a
Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai
Regency
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1331
develop relationships with their culture, and incorporate Manggarai's cultural content into
learning activities in schools in Manggarai.
Research Methods
Workshop Preparation of Teaching Tools for Local Content of Manggarai Culture
for Elementary School Teachers throughout Manggarai Regency using the model
Culturally Responsive Teaching (CRT). In his book Preparing for Culturally Responsive
Teaching, Gay G (2002) and Alia, E., &; Rupar, M. (2018) in the article Culturally
Responsive Teaching: a case study of preservice teachers' growth in knowledge, attitudes,
and Practices (Alhanachi, de Meijer, & Severiens, 2021) mention The purpose of the CRT
model is to provide an understanding of cultural diversity in the classroom and develop
content of local cultural values, as part of efforts to promote and at the same time pass on
local values in the school environment, innovatively and attractively to students. Through
the CRT model, teachers build good relationships with students and maintain a
harmonious and friendly school environment towards local culture (Risnain, 2019). With
this model, teachers and students are directed to think inclusively about cultural
differences and solve cultural problems in productive, constructive, and effective ways.
The stages of activities according to the CRT model in Workshop Ini (Siswaningsih,
Kadarohman, Rahmawati, Supriyanti, & Anwar, 2023): 1) Igniting insight into
Manggarai Local culture and pedagogics from participants by cultural and educational
experts. 2) Reviewing the growth and development phase of knowledge and learning
experiences of elementary school students. 3) Identify and compile cultural material
content in working groups based on elementary school students' growth and development
phase of knowledge and learning experiences. 4) compile teaching tools in working
groups based on the level and phase of growth and development of knowledge and
learning experience of elementary school students. 5) Presentation of group work,
discussion, and input from education and cultural experts. 6) Solidification and validation
of teaching equipment documents so they are ready to be implemented.
Results and Discussion
All PKM activities follow the following flow: 1. Correspondence and coordination
with the Youth Sports Education Office (PPO) of Manggarai Regency to precondition the
workshop activity plan (Week 4, January 2024). 2. Extracting information about teachers'
understanding and experience of local content learning practices (MULOK) in elementary
school teachers in Manggarai through diagnostic assessment (2nd week of February
2024). 3. Preparation and development of material by resource persons/implementation
teams based on information extraction and diagnostic evaluation (Week 3, February
2024). 4. Workshop on the Preparation of Manggarai Cultural MULOK Teaching Tools
with CRT Model for Elementary School Teachers throughout Manggarai Regency
(February 29-March 1, 2024). 5. Give feedback on the workshop process with the CRT
model and feedback on the teacher's ability to compile MULOK teaching tools (Week 3,
February 2024). 6. Recommendations and follow-up plans for implementing the MULOK
Marianus Tapung
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1332
Teaching Tools that were prepared during the workshop activities (even semester
2024/2024). The flow of PKM activities is illustrated in Figure 1 below.
Figure 1. PCM Activity Flow Diagram
Temporary activities: The workshop will be based on CRT syntax, as described in
the following stages. Stage 1: Trigger insights into Manggarai Local culture and
pedagogics from participants by cultural and educational experts. Here's a description of
the activity: First, introduction. The introduction is done by conveying the purpose of the
Workshop, which is to introduce the local culture of Manggarai and enrich the content of
Local Content Teaching Tools. Also presented was an explanation of the CRT model and
the importance of applying it in the context of learning in schools. Second, additional
insights by elementary education experts and Manggarai cultural experts to introduce
Manggarai culture to participants and expand their understanding of local culture,
language, history, and traditions (Gaut &. In this process, participants can learn how to
maintain and promote Manggarai's local identity in the context of a culture that is part of
the national identity. Third, group discussions to build trusting relationships between
facilitators and participants. Workshop in accordance with the concept of the CRT model,
for example by asking participants to share stories about the experience of implementing
MULOK in their respective educational units, customs, arts, or cultural history of
Manggarai (Sanjaya &; Rahardi, 2021). Group discussions also need to discuss how the
local culture of Manggarai can be adapted to the CRT concept so that it can be applied
effectively in classroom learning.
Stage 2: Assessing the growth and development phase of knowledge and learning
experience of elementary school students. Description of activities, namely: Participants
Workshop need to identify the learning needs of elementary school students per class or
per phase (A = grades 1-2, Phase B = Grades 3-4, Phase C = grades 5-6) to understand
student learning, learning styles, learning interests, and then discuss elements of local
culture that encourage student learning. This is done to facilitate the process of preparing
learning programs that provide optimal space for students to get a good learning
experience (Yayuk, Deviana, & Sulistyani, 2019). Second, individual analyses should be
conducted to analyze factors affecting student learning progress. This analysis will
provide an understanding of students' learning skills and experiences and can help
structure more effective learning. Third, after analyzing the students, the facilitator directs
participants to discuss the integration of the CRT model in lesson planning documents
such as the syllabus for the K-13 Curriculum and Learning Objectives (TP) and Learning
Objectives Flow (ATP) in the Merdeka Belajar Curriculum. The preparation of this
Koordinasi
Sektoral
(Minggu ke-4,
\]Januari 2024)
Asesmen
diagnostik
MULOK
setiap
sekolah
(Minggu ke-2
Februari
2024).
Pengemba
ngan
materi
oleh
narasumbe
r (Minggu
ke-3,
Februari
2024)
Workshop
Penyusunan
Perangkat
Ajar MULOK
dengan
Model CRT
(29 Februari-1
Maret 2024)
Umpan
balik
Minggu ke-
3, Februari
2024)
Rekomendasi
dan RTL
implementasi
perangkat Ajar
(semester
genap 2024
/2024)
Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a
Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai
Regency
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1333
planning document must pay attention to the differentiation of diversity of cultural
understanding, students' initial knowledge of the material, and the characteristics of
student learning needs (Muthmainnah, Pertiwi, & Rustini, 2023). In this case, participants
need to understand the individualization of students related to social life experiences in
the Manggarai community as a consideration in preparing planning documents and
MULOK teaching tools.
Stage 3: Identifying, mapping, and compiling the content of Manggarai cultural
materials in MULOK based on the growth and development phases of knowledge and
learning experiences of elementary school students, such as factual, conceptual,
procedural, and metacognitive stages (Stehle & Peters-Burton, 2019). Content mapping
also refers to Jean Piaget's Constructivist thought (1896-1980) About learners' cognitive
development stages, namely sensory, motor, pre-operational, concrete operational, and
formal operational (Fanani & Kusmaharti, 2014). It also refers to the thoughts of
Benjamin Bloom (1913-1999), (Bloom's taxonomy) about the cognitive level of students,
namely: Remembering (cognitive 1), Understanding (cognitive 2), Applying (cognitive
3), Analyzing (cognitive 4), Evaluating (cognitive 5) and Creating (cognitive 6) (Fanani
&; Kusmaharti, 2014). Based on this theoretical reference and referring to expert direction
and the results of working group discussions (team work), the topics and sub-topics of
MULOK SD learning are determined, as in the table below.
Table 1
Identification and Mapping of Topics and Sub-Topics of MULOK SD Learning in
Manggarai
Phase/
Class
Curup/Tombo Manggarai
(Manggarai Language
Indonesian
Topic
Pandé Baé Agu Pecing Weki-Ru
Agu Weki Ca Kilo
INTRODUCTION OF SELF AND
FAMILY (OTHERS NEARBY)
Sub
Topics
Class 1
Ceing Me? Wetik Weki Daku
Who Am I? Introducing My Identity
Class 1
Kilo Mésé Mine
My Big Family
Class 1
Mbaru Daku
My Home
Class 1
Wéngko Weki Daku
My Clothes
Class 1
Hang Bara (Hang Agu Inung)
My Food And Drink
Class 1
Wuli-Weki Jékal
Sport
Class 2
Ceing Me? Wetik Weki Daku
Who Am I? Introducing My Identity
Class 2
Kilo Mésé Mine
My Big Family
Class 2
Mbaru Daku
My Home
Class 2
Wéngko Weki Daku
My Clothes
Class 2
Hang Bara (Hang Agu Inung)
My Food And Drink
Class 2
Wuli-Weki Jékal
Sport
Topic
Phase B
PANDÉ BAÉ AGU PECING
CAMA TAU/HAÉ ATA
INTRODUCTION TO OTHERS
Sub
Topics
Class 3
Asé-Ka'é (Wa'u) Daku
Paternal Relatives (Patrilineal Lineage)
Class 3
Haé Béla Daku
Friend, Friend, My Best Friend
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Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1334
Class 3
Vienna/Woé Child, Rona Child
The Receiving Party Of The Girl
(Sister Of The Father/Grandfather),
The Party Giving The Girl/The Party
Giving The Girl (Family Of The
Mother/Grandmother)
Class 3
Ata Bali Tana
Foreigner
Class 3
Osang Toing Agu Titong Daku
My School
Class 3
Osang Baté Maéng Daku
My Gaming Place
Grade 4
Osang Baté Ngaji Daku
My Place Of Worship
Grade 4
Asé-Ka'é (Wa'u) Daku
Paternal Relatives (Patrilineal Lineage)
Grade 4
Haé Béla Daku
Friend, Friend, My Best Friend
Grade 4
Vienna/Woé Boy. Child Hue
The Receiving Party Of The Girl
(Sister Of The Father/Grandfather),
The Party Giving The Girl/The Party
Giving The Girl (Family Of The
Mother/Grandmother)
Grade 4
Ata Bali Tana
Foreigner
Grade 4
Osang Toing Agu Titong Daku
My School
Grade 4
Osang Baté Maéng Daku
My Gaming Place
Grade 4
Osang Baté Ngaji Daku
My Place Of Worship
Topic
Phase C
WETIK WEKI, MOSÉ
KEMPÉNG HAÉ ATA, OSANG
KUNI AGU IF NGGÉRÉ ONÉ
OSANG KA'ÉNG WÉNGKÉ
MÉSÉ
IDENTITY, SOCIALITY, AND
LOCALITY TO THE WIDER
ENVIRONMENT
Grade 5
Gauk, Ba Weki, Wintuk Daku
Nature, Self-Conduct, Behavior,
Management Of Living Together
Grade 5
Mosé Ca Leso-Leso Daku (Gori,
Maéng)
My Daily Life (Early Rising-Sleeping,
Working, Playing)
Grade 5
Rékéng (Oné Mosé Daku)
Counting
Grade 5
Tana Agu Banca
Nations And Countries
Grade 5
Banca Bali Tana
Foreign Nationals
Grade 5
What Do I Do With My
Pandé/Dédék
What Can I Do
Grade 5
Characteristics Of Meka Agu Tiba
Meka
Guest And Guest
Grade 6
Mbaru Drum
Custom House
Grade 6
Gauk, Ba Weki, Wintuk Daku
Nature, Self-Conduct, Behavior,
Management Of Living Together
Grade 6
Mosé Ca Leso-Leso Daku (Gori,
Maéng)
My Daily Life (Early Rising-Sleeping,
Working, Playing)
Grade 6
Rékéng (Oné Mosé Daku)
Counting
Grade 6
Tana Agu Banca
Nations And Countries
Grade 6
Banca Bali Tana
Foreign Nationals
Grade 6
What Do I Do With My
Pandé/Dédék
What Can I Do
Grade 6
Characteristics Of Meka Agu Tiba
Meka
Guest And Guest
Grade 6
Mbaru Drum
Custom House
Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a
Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai
Regency
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1335
Stage 4: Compile and develop teaching tools in the form of Learning
Implementation Plan (RPP) documents and Teaching Modules based on the level and
phase of growth and development of knowledge and learning experience of elementary
school students. Description of its activities as follows: First, formulate learning
objectives, what should be achieved by students when taking the lesson. This step is very
important in developing teaching tools that are effective and in accordance with student
needs. For this reason, the working group must pay attention to the level and phase of
student growth and development in order to determine relevant learning objectives for
each class. Second, after determining the learning objectives, the working group must
determine the learning strategy that is appropriate to the growth and development phase
of the knowledge and learning experience of elementary school students. The learning
strategy used must attract the attention of students to be interested in engaging in the
learning process (Fitriani, Kartini, Maulani, & Studi Pendidikan Guru Sekolah Dasar,
2022). Third, after determining the learning objectives and learning strategies, the
working group can develop learning materials. The working group should consider the
phase of student growth and development to determine the type of material, level of
difficulty, and resource support needed to make the learning material easier for students
to understand (Ardelia &; Juanengsih, 2021). Learning materials should also consider
differentiation from content, processes and products, and be tailored to student needs and
the local cultural context (Wayan Sumitri, 2023). Third, identifying student needs in terms
of cultural learning in elementary schools. Teachers are divided into working groups to
analyze statistical data, study literature, and share students' needs and expectations about
cultural materials. Fourth find the phase of student growth and development in
elementary school. The teacher working group needs to make a data analysis to determine
the phase of student growth and development in each class, including students' abilities
and interests in MULOK lessons. Fifth, the selection of Manggarai cultural material
content and the preparation of Manggarai cultural learning materials in accordance with
the phase of student growth and development and learning experience. After determining
the content of cultural materials, the working group needs to prepare a lesson plan. The
lesson plan contains information about the learning objectives, learning strategies,
learning materials, evaluation methods, and the time specified for each learning stage
(Rahmawati, Ridwan, Faustine, & Mawarni, 2020). Next, determine the most appropriate
learning model for each group of students. Learning models that can be used are: Active
Learning, Cooperative Learning, Problem Based Learning, Project Based Learning,
constructivism, etc. Furthermore, designing learning tools can be in the form of
guidebooks for teachers, presentation slides, learning modules, or interactive learning
videos (Syarifuddin, Iriani, & Akbar, 2023). Sixth, after determining the objectives,
strategies and learning materials, the working group should Drawing up Learning steps
(syntax) taking into account the proportion of student (80%) and teacher (20%) activities.
Determine assessment methods (formative and summative) to determine whether learning
objectives have been achieved. The evaluation method must be in accordance with the
phase of student growth and development and can motivate students to learn in class. In
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Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1336
addition, the working group must also determine ways to measure students' acquisition of
knowledge and skills, such as structured assignments, tests, or projects.
Stage 5: Presentation of group work and discussion and input from education and
culture experts. The following is a description of the activities: first, before the
presentation is made, the working group needs to evaluate the results of its group work.
This is done to ensure that the teaching tools (RPP and Teaching Modules) made are
mature enough and ready to be presented in public. After conducting the evaluation, the
working group must prepare a good and informative presentation. The presentation
should be well planned and a clear structure of the purpose of the presentation, content,
and the final purpose of the teaching equipment created. Second, group presentations.
When the presentation begins, the working group must introduce themselves and the
greeting, then explain the purpose and content of the teaching tools that have been created.
The working group must ensure that the information conveyed is easily understood by
the audience and delivered in an attention-grabbing manner. Third, discussion and input
from education and cultural experts. After the presentation, the working group should
open a discussion session and ask for input from the audience or education and culture
experts. Need to ask for confirmation from participants about teaching tools that have
been made, as well as suggestions or input to improve their quality. After receiving input
from education and culture experts, the working group must re-evaluate the teaching tools
that have been made. The working group should consider new inputs and determine if
anything needs to be changed or improved. This is done to ensure that the teaching
equipment made already has quality in accordance with the standards for the preparation
of MULOK teaching equipment nationally.
Stage 6: Solidification and validation of MULOK teaching equipment documents
and pre-implementation. The end of the entire MULOK workshop activity with CRT
syntax is a draft of physical teaching equipment documents that are ready to be
implemented which must contain all learning components according to the standard
learning plan. In drafting teaching equipment documents, it is necessary to pay attention
to the layout, visual design and writing quality. Furthermore, this teaching equipment
document was validated by education and cultural experts and authorized by the authority
of the Youth Education and Sports Office of Manggarai District, which was recorded in
the minutes of validation.
The series of activities during the workshop which will take place from February
29 to March 1, 2024, as illustrated in the photo documentation below.
Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a
Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai
Regency
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1337
Photo 1: Together with Cultural Experts
and Education Experts (Facilitators) (day
1)
Photo 3: MULOK Teaching Equipment
Preparation Group Work (day 2)
After completing the activity, the facilitator team carried out feedback activities by
distributing questionnaires through the google form link. The objectives of this feedback,
namely: 1) Knowing the effectiveness of the workshop process The implementation of
workshops is carried out with the aim of improving the quality of teacher teaching in the
field of education. Therefore, feedback activities are carried out to determine the
effectiveness of the workshop process. This will make it possible to evaluate the quality
of learning and identify factors of a positive or negative nature. 2) Know the advantages
and disadvantages of the CRT learning model. Feedback activities aim to evaluate the
advantages and disadvantages of the applied learning model. This will help teachers
improve their understanding and application of the CRT learning model and benefit
students. 3) Improve the teaching equipment that has been prepared. The process of
preparing MULOK teaching tools using the CRT model aims to contribute to the quality
of learning. The feedback activities carried out aim to find out the weaknesses and
shortcomings of the MULOK teaching tools that have been compiled. By knowing this,
teachers can improve teaching devices to make them more effective and efficient. 4)
Assess teacher performance. The feedback activity also aims to evaluate teacher
performance in the workshop process. This will help teachers gain a clearer understanding
of abilities in learning concepts, and provide feedback, so as to improve teaching skills
using the CRT learning model. 5) Ensure the quality of learning. Feedback activities also
aim to ensure the quality of learning provided to students. Quality learning is based on
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Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1338
good teaching tools and effective learning methods. Therefore, feedback on the workshop
process of preparing MULOK teaching tools aims to ensure that the quality of learning
provided by teachers can meet national standards and meet student needs. By conducting
feedback activities in the workshop process for the preparation of MULOK Teaching
Tools for elementary school teachers throughout Manggarai Regency, it is hoped that it
can have a positive impact on the quality of student learning, and can improve teachers'
ability to provide effective and quality teaching.
Some aspects of feedback asked in the Likert scale questionnaire (1-5) in the form
of a google form link, namely: 1) Understanding of Manggarai Culture. How well the
teachers understand and internalize the aspects of Manggarai culture conveyed in the
workshop. 2) Application of CRT Model. The extent to which teachers are able to apply
CRT concepts and principles in MULOK teaching tools that are compiled and developed.
3) Creativity in Designing Teaching Tools. The ability of teachers to create innovative
teaching tools that are in accordance with the cultural context of Manggarai, and able to
adapt learning materials to the needs of students. 4) Involvement and Participation in
Workshops. The level of active involvement and participation of teachers in all workshop
activities, including discussions, exercises, presentations, and collaborations with other
participants. 5) Communication and Collaboration Skills. The ability of teachers to
communicate effectively with fellow workshop participants, as well as the ability to work
together in teams to produce quality teaching tools. 6) Reflection and Learning. The
ability of teachers to reflect on workshop experiences and design their application to
classroom teaching practices. 7) Self-Assessment and Quality Improvement. The
willingness of teachers to conduct self-evaluation of the teaching tools that have been
prepared, as well as efforts to improve their quality based on feedback and experience
gained in the workshop. 8) Impact on teacher understanding of Learning. Direct impact
on improving understanding and pedagogic skills when teachers develop MULOK
teaching tools of Manggarai culture. 9) Compliance with Guidelines and Standards. The
extent of teachers' compliance with the guidelines and standards provided in the
workshop, as well as the ability to adapt these guidelines in designing teaching tools. 10)
Commitment to Professional Development. Willingness of teachers to engage in ongoing
professional development after the workshop, including institutional support,
participation in advanced training activities or collaboration with peers.
Of the 134 teachers involved in the 2-day workshop, 123 (92%) answered the
questionnaire as a whole. The results of the analysis of filling out the feedback
questionnaire are illustrated in the following data.
Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a
Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai
Regency
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1339
Figure 2
Average Results of Feedback on Workshop Activities for the Preparation of
Mulok Teaching Tools for Teachers of SD Manggarai Regency
From the data above, it can be seen that aspects of Understanding of Manggarai
Culture, Compliance with Guidelines and Standards, Involvement and Participation in
Workshops, Communication and Collaboration Skills, Self-Assessment and Quality
Improvement, are on average categorized as "already good" or an average of 4.47 from
1-5. Meanwhile, the application of the CRT model. Creativity in Designing Teaching
Tools, Reflection and Learning, Impact on teacher understanding of Learning, and
Commitment to Professional Development, is still categorized as "still lacking" or an
average of 3.7 on a scale of 1-5.
Based on the data above, for aspects that are categorized as "already good", there
need to be several strengthening things for teachers, including: every teacher in
Manggarai continues to strive to connect with the Manggarai community and continue to
learn about local culture through direct interaction, discussion, and participation in
cultural events, as well as asking more in-depth and exploratory questions about certain
aspects of Manggarai culture (Balzano Japa, 2023). In addition, teachers regularly
participate in trainings or workshops related to compliance and ethics in the context of
Manggarai culture. In terms of teachers maintaining active involvement and participation
in each workshop by continuing to contribute to discussions, share ideas, and provide
valuable input. In addition, continue to practice and improve your communication skills
through real-life situations, such as presentations, group discussions, or collaborative
projects in order to encourage cross-cultural collaboration to expand networks and enrich
communication experiences (Jelahut, Wahyudin, & Bajar, 2020). Finally, in an effort to
maintain and deepen understanding of Manggarai culture, peril teachers involve
themselves in activities or projects that support the preservation and promotion of that
culture, such as art exhibitions or cultural festivals.
As for aspects that are still categorized as "still lacking", there are several
recommendations that need serious attention. Here are important recommendations for
4,7
3,8
3,75
4,6
4,3
3,45
4,25
3,9
4,5
3,6
0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5
PEMAHAMAN TENTANG BUDAYA MANGGARAI
PENERAPAN MODEL CRT
KREATIVITAS DALAM MERANCANG PERANGKAT AJAR
KETERLIBATAN DAN PARTISIPASI DALAM WORKSHOP
KEMAMPUAN KOMUNIKASI DAN KOLABORASI
REFLEKSI DAN PEMBELAJARAN
PENILAIAN DIRI DAN PENINGKATAN KUALITAS
DAMPAK PADA PEMAHAMAN GURU TERHADAP PEMBELAJARAN
KEPATUHAN TERHADAP PANDUAN DAN STANDAR
KOMITMEN TERHADAP PENGEMBANGAN PROFESIONAL
Re-rata Hasil Umpan Balik Kegiatan Workshop Penyusunan Perangkat Ajar Mulok Guru SD
Kab. Manggarai (29 Februari-1 Maret 2024)
Marianus Tapung
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1340
addressing this issue. First training and guidance in the Model Culturally Responsive
Teaching which is even more intensive. For this reason, it is necessary to conduct
intensive training and guidance to elementary school teachers on the principles and
practices of CRT that are relevant to Manggarai culture (Rosyid &; Rukiyah, 2019). In
addition, encourage teachers to collaborate and share experiences and best strategies in
implementing CRT in teaching. Second, increasing creativity in designing teaching tools
through periodic training activities in learning communities such as the Teacher Working
Group (KKG). In this case, teachers are required to participate in workshops or trainings
that emphasize creative techniques in designing teaching tools, including a student-
centered approach and considering the cultural richness of Manggarai (Sunandi, Ginanjar,
Ginanjar, & Suherdi, 2020). Instead, teachers create discussion forums or working groups
that allow teachers to share ideas and strategies in designing innovative teaching tools (S,
Maswati, & Krismiyati, 2020). Third fostering reflective abilities in learning. By
involving professionals in the field of education, teachers need to be given coaching on
the importance of self-reflection and continuous learning in teaching practice. This
activity aims to facilitate structured reflection sessions, where teachers can evaluate
successes and failures, as well as identify areas for improvement (Tapung et al., 2024).
Fourth Strengthening the impact on teacher understanding of meaningful learning.
Teachers need to build access to relevant educational resources and Up-to-date about
Manggarai culture, including literature, videos, and expert resource persons (Mawaddah
Islamiyah, Nurochim, & Syukur, 2022). Teachers need to be encouraged to engage in
research projects or action research that delve deeper into students' learning experiences
in the cultural context of Manggarai. Fifth, commitment to independent professional
development. In this case, teachers need strong institutional support. Such support comes
from principals, school committees, parents and local governments to allocate adequate
time, resources and funds for independent teacher professional development (Rusdin,
Wahyuddin, & Suryapermana, 2023). Schools need to create policies that encourage
teacher participation in professional development activities and provide incentives or
rewards for active and outstanding teachers. Schools need to give recognition and
appreciation to teachers who have committed and succeeded in professional development,
both through formal awards and informal awards (Indra, Komariah, & Kurniatun, 2021).
Teachers should make professional development part of the teacher performance
appraisal process and consider educational achievement as a platform for determining
promotions and rewards.
Conclusion
Activities Workshop Preparation of Teaching Tools for Local Content of
Manggarai Culture with Model Culturally Responsive Teaching (CRT) for elementary
school teachers throughout Manggarai Regency has been running well and smoothly.
Activities Workshop This is enough to help elementary school teachers in Manggarai
Regency to better understand the importance of including local content of Manggarai
culture in their teaching kits. Teachers have been trained in applying CRT to create
Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a
Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai
Regency
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1341
teaching tools that are relevant and appropriate to the local culture of Manggarai. This
activity has raised the collective awareness of elementary school teachers to participate
in efforts to maintain, care for and pass on the local culture of Manggaraian which is very
important for the young generation of Manggarai in the present and the future. By
incorporating the local content of Manggarai culture, it is hoped that the quality of
learning in elementary schools throughout Manggarai Regency can improve, especially
in shaping self-character and school environment, as well as supporting literacy and
numeracy in education units. Activities Workshop this provides potential opportunities
for efforts to strengthen Manggarai's cultural identity through learning experiences that
recognize, respect, and promote culture. By taking into account the local content of
culture, teaching equipment that is the output of Workshop is the first step towards a more
inclusive and equitable education for elementary school students in Manggarai Regency.
Marianus Tapung
Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1342
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