Local Wisom-based Teaching Material to Develop Nationalism
Medita Ayu Wulandari
1
and Anwar Senen
2
1
Master of Primary Education, Postgraduate Program, Yogyakarta State University, Yogyakarta, Indonesia
2
The Department of Primary Education, Faculty of Education, Yogyakarta State University, Yogyakarta, Indonesia
Keywords: Teaching Material, Local Wisdom, Textbook, Primary School and Student Nationalism
Abstract: This present research investigated the availability and the needs of local wisdom-based teaching materials to
develop nationalism. The sample of the study is composed of 165 students and six teachers of the fourth
grade of primary school in public sector in Indonesian context. Questionnaire and interview were used to
collect the data from students and teachers. The result showed that there were teaching materials used in
learning process that are commonly in form of textbook. However, the local-wisdom teaching materials
especially textbook which can develop student nationalism were not found yet. This results in the lack of
student nationalism. The findings suggest that government and schools should provide teaching material
especially textbook based the local wisdom in their area to be used by students in learning process. The use
of this kind of textbook is expected to foster the students’ nationalism.
1 INTRODUCTION
Teaching material is increasingly important part in
teaching and learning process. Some research exists
in Czech Republic, China, Turkey, and Japan about
implemented in developing teaching material in
different path to support student learning and increase
student success. Klement et al. (2014) research about
how teaching materials develop cognitive aspect
which is respect to student’s learning styles. Other
research studying media-based teaching material are
Lifang & Jia (2012) that studied about teaching
materials in ergonomics experiments, and Arikan
(2014) that focused on examining the online grammar
teaching materials available for young learners. In
addition, investigated about how to make teaching
materials dynamic, so that they can be easily adapted
by the teacher during the class. The research show
that teaching materials widely provide teaching and
learning aspects.
Recently, Indonesia also began to focus on the
development of teaching material to improve
students’ cognitive, affective and psychomotor
abilities with the enactment of the curriculum 2013.
Curriculum 2013 requires teachers to be able to
provide teaching materials in accordance with the
potential and culture of student environment. This
provides an opportunity for teachers to introduce
local wisdom in student environment. Local wisdom
can be preserved by introducing the values of local
wisdom to students, especially for elementary
students as one way to build their character. This is in
line with the objectives of the implementation of the
2013 curriculum which focuses on inculcation of
student attitudes and character. This local wisdom-
based learning based can also promote character
education, which plays important roles in
encouraging and improving the spirit of nationalism
of our future generation (Sudartini, 2012).
Considering the importance of this study, this
research aims to find out the availability of local
wisdom-based teaching materials and the needs of
developing the local wisdom-based teaching
materials in schools. To be specific, the study seeks
to reveal (a) the availability of any teaching materials
used in learning process at school and of local-based
teaching materials, (b) the students’ nationalism and
knowledge about their local area, and (c) the needs to
local wisdom-based teaching materials to increase
students’ nationalism in the fourth grade elementary
school.
510
Wulandari, M. and Senen, A.
Local Wisom-based Teaching Material to Develop Nationalism.
DOI: 10.5220/0008221600002284
In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 510-516
ISBN: 978-989-758-416-9
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

2 LITERATURE REVIEW
The purpose of learning process is to exchange
information between teacher and students. Regarding
this, teaching material help students to
g e t information indirectly. There were some other
potential benefits for using teaching material in
learning process. It helps students to learn easily
(Seven and Engin, 2007). In addition, teaching
materials also help students to avoid getting bored in
class and help teacher in teaching process (Jamian
and Baharom, 2012). Teaching material is a material
interceding a teacher to deliver learning content to
students easily. The scope of teaching material
mentioned is all materials and sources used to
develop desire, knowledge, skills, attitudes and
values in students (Saglam, 2011). Teaching material
come in many shapes but have a common ability to
support student learning. The most commonly used
type of teaching material in the fourth grade
elementary students is text book. Pacurar & Ciascai
(2010) said that textbook is structured and printed to
enroll a learning process. It assumed that textbook is
an important part in teaching and learning process,
which equip material content in printed thing.
Piaget in Schunk (2012) states that the
development of human cognitive abilities consists of
four stages, namely sensorimotor, pre-operational,
operational concrete, and operational formal.
Classroom learning activity can refer to the stage of
cognitive development to develop. Piaget’s
development stage explains that the fourth grades
elementary students are in concrete operational stage.
Therefore the learning process used should be made
as abstract and natural as possible. Seven & Engin
(2007) describe that providing a natural learning
environment or culture in textbook can motivate
students well and help them to take part in learning
experiencing processes. Providing natural learning
environment in textbook for primary students can
load the local wisdom of the area. Local wisdom is
important to stay close to the school and to be
attached to the students (Pornpimon et al., 2014). It is
important to encourage young people especially
primary school students to recognize and take pride
in their local wisdom. It also can fascinate students to
participate in the conservation of their local
knowledge.
Local wisdom is known as a community system.
As a system, local wisdom consists of two elements:
a set of principled values and a set of practices
(Maarif, 2014). That sets can be taught to the students
as norms. Meanwhile Fahrianoor et al. (2016) argue
that local wisdom is all form of knowledge, belief and
understanding including customs or norms that lead
the attitudes of mankind in the life of ecological
community. Those statements assume that putting
local wisdom as a content knowledge in text book
which can introduce students to the values and norm
that exist in environment is important.
Education assists students to achieve the required
knowledge with curriculum boundaries to obtain
previously goals (Topaloglu and Kiyici, 2015). Local
wisdom knowledge was integrated in school
curriculum, the purpose is to help learners to be able
to learn from local community. Inserting local
wisdom in the curriculum underlie the reality that
Indonesia has cultural diversity. Therefor the content
standard in implementation of Curriculum of 2013
must refer to the local wisdom of each area (Ridwan,
2007). Introducing text book based the local wisdom
as a learning content to primary students’ can
introduce culture, value and norm contain in local
wisdom. Text book based the local wisdom also
preserve local wisdom to the next generation, so the
students can think of how to continue and keep the
local wisdom exist in their area. Therefor that train
students nationalism indirectly.
Integrating the values of nationalism in learning
process are listed in the curriculum of 2013, which
focuses on develop student character building.
Kemendiknas formulates 18 characters what will be
implemented in the learners as an effort to build the
character of the nation. These characters are: 1)
religious, 2) honest, 3) tolerance, 4) discipline, 5)
hard work, 6) creative, 7) independent, 8) democratic,
9)curious, 10) the spirits of nationalism, 11) the love
to the homeland, 12) appreciate achievement, 13)
communicative, 14) peace-loving, 15) like to read,
16) care about the environment, 17) social concerns,
and 18) responsibility. Meanwhile general guidance
of character education from national education of
Indonesia mention that nationalism consist of
patriotic, willing to sacrifice, equitable, dedication,
sense of belonging, loyal to the country.
Local Wisom-based Teaching Material to Develop Nationalism
511

Addressing the things above, there are research
about appropriate model in applying local wisdom in
curriculum of learning and teaching development in
elementary school (Pornpimon et al., 2014), which is
a way to develop student nationalism. There also
many researchers who are now trying to develop
teaching material in school which can develop student
nationalism. However, there is very little
investigation on the availability and the need of
teaching material based the local wisdom to increase
student nationalism. Within this context, the purpose
of this study is to determine teaching material based
the local wisdom to develop nationalism.
3 METHOD
The current study used a qualitative approach
(Creswell, 2003). The focus of this research is to
analyze the availability and the needs of teaching
material based the local wisdom to be used as a
foundation in order to increase students’ nationalism.
3.1 Research Design
This is a descriptive qualitative with exploratory
method. It conducts a need analysis of local wisdom-
based teaching materials to develop primary students’
nationalism, according to students’ and teachers’
opinion. Need analysis is used to determine the
lameness between the idea condition and the real
situation. Brown (2002) mentions that need analysis
is important as a collecting data process to identify
students’ need in order to achieve the goal.
3.2 Participants
Each column must be 7,5-centimeter wide with a
column spacing of 0,8-centimeter.
This research involved data collection from
fourth grade primary school teachers and students in
Indonesia. The respondents were chosen using
purposive sampling with criterion sampling
technique to select the respondents. Criterion
sampling is an individual or group respondents which
was selected based on characteristic of a population
and the objective of the study (Mertens, 2014; Palys,
2008). The study was taken in west part of Central
Java. The school characteristics are:
1. Schools were drawn from the public sector.
2. Schools were selected as pioneer schools in
implementing Curriculum of 2013.
3. Schools was accredited “A” by The
National Accreditation Board of Madrasah.
4. All classes used were fourth grade class, it
adjusted because there were content about
“My Living Area” at second semester in
theme eight which strongly integrated with
local wisdom. The total of participants are
165 participants, the data of participants detail
can be found in Table 1.
Table 1: The study participants
School Name Total no of
teachers
Total no of
students
Alpha
One person of
fourth grade
teahcer from each
school
25
Bravo
28
Charlie
30
Delta
25
Echo
29
Foxtrot
28
3.3 Data Colletion
There were two data collection phases in the study.
The data were collected through questionnaire and
interview. Two open-ended interviews were used to
collect data from teacher and student perspective.
Open ended question was chosen because it allowed
participant to express an opinion without being
influenced by researcher (Reja et al., 2003). Teacher
interview were conducted on six teachers, which one
classroom teacher from each school. The core of
teacher interview can be found in table 2.
Table 2: The Core of Interview Question with Teacher
No. Core of Question
1
Learning process using Curriculum of
2013
2
Feasi
b
ility of teaching
m
aterial
3
The co
m
p
onent of teaching
m
aterial
4
Availability of teaching material based the
local wisdo
m
5 Student nationalism
6
The need of movable book based the local
wisdo
m
as a text
b
oo
k
Whereas, student interview was conducted on 12
students of which two students participated from each
school. Moreover, the core of student interview can
be found in Table 3.
Table 3: The Core of Interview Question with Student
No. Core of Question
1
Lea
r
ning
p
r
e
p
a
r
ation
2
Text book as main teaching material
3
Lea
r
ning obstacle
4
Student knowledge about local wisdom
in thei
r
a
r
ea
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In other hand, questionnaire was used as a follow
up from interview data. Questionnaire was given to
165 students to collect the necessary data from
student perspective. The core of data collection in
questionnaire can be found in Table 4.
Table 4: The Core of Interview Question with Student
No. Core of Question
1
The nee
d
of text
b
oo
k
as a teaching
m
aterial
2
Content of text book
3.4 Data Analysis
The answers were collected from interview in which
data were recorded and transferred into textual data.
Therefore both data collected from interview and
questionnaire were analyzed using descriptive and
descriptive statistical procedures. Figures and tables
were used to discern patterns in the data.
4 RESULTS AND DISCUSSION
4.1 Results
The section will elaborate the availability of teaching
materials and local wisdom-based teaching material
used in Curriculum 2013 learning process. The
findings about students’ nationalism and their
understanding about local wisdom in their area as
well as the need of developing local wisdom-based
teaching materials will be outlined.
4.1.1 Availability of Teaching Materials
and Local Wisdom-Based Teaching
Materials Used in Curriculum 2013
Learning Process
In order to find out the availability of teaching
materials used by teacher in learning process, all the
research questions were expanded to be several deep
questions. The interview process was done separately
between teachers and students. It was conducted to
one teacher from each school, whom was the 4
th
grade
class room teacher. Meanwhile students’ interview
was conducted to two representative students from
each school with high and low academic ability based
on the teacher advice.
Furthermore, after the interview process was
completed, questionnaires then distributed to 165
students as an interview follow up to complete the
result data from student representatives. The results
indicate that there was teaching materials used in
learning process which are generally in the form of
text book, and teacher find it difficult to create and
develop they own text book that represent teaching
material based the students’ environment.
Table 5: The Data about availability of teaching material
Core of
Question
Conclusion of Participants Answer
Teacher Answe
r
Learning
process using
Curriculum
of 2013
- Teachers were implemented
curriculum of 2013 in learning
process.
- Teachers found a little
complicated to implementing the
curriculum of 2013, the learning
obstacle faced is in providing
teaching material based on
student envi
r
on
m
ent.
Feasibility
of teaching
material
- Teachers used several types of
teaching materials to help them
deliver learning contents to
students.
- Teachers mention that the most
dominant teaching material is text
b
oo
k
.
The
component
of teaching
material
- The most teaching content in text
book already accordance with
core and basic competence in
curriculum of 2013, but there
were some competencies need to
be developed adjusted to student
envi
r
on
m
ent.
Student Answe
r
Learning
preparation
- Preparing the equipment use in
learning process.
Text book
as main
teaching
material
- Text book is used as the main
teaching material in the
classroom.
The result in Figure 1 shows that a large number
of textbook used in learning process was published by
the government, small number of it was published by
the publish publisher, and none of it was developed
by teachers.
Local Wisom-based Teaching Material to Develop Nationalism
513

4.1.2 Student Nationalism and their
Understanding about Local Wisdom in
their Area
The development of affective skills in curriculum of
2013 is focusing on student nationalism. The data
collected by the teachers shows that their students still
did not understand about what nationalism is.
Students get bored with the text books. The learning
content in textbook was not based on the local
wisdom in student environment, it results in the lack
of student knowledge about local
wisdom in their area
and it triggered the lack of student nationalism.
Table 6: Students Nationalism
Core of Question Conclusion of Participants Answer
Teacher Answe
r
Student
nationalism
- Student found it difficult to to
understand what nationalism it
loo
k
s li
k
e.
Student Answe
r
Learning obstacle - Text book used are less
interactive.
- Student get bored very
quickly with two dimensions
text book.
- Two dimensions text book
does not motivated student
to read.
- Activity or teaching material
in text book based the
local wisdom is rare to
found.
Student
knowledge about
local wisdom in
thei
r
a
r
ea
- Student do not know about
the local wisdom in their area.
4.1.3 The Needs of Teaching Material
Based the Local Wisdom to Develop
Student Nationalism
Teachers interview data showed that teachers do not
have enough time and skill to develop their own
teaching material specially text book with the content
of local wisdom which develop student nationalism in
it. In other hand, teachers realize that they need
teaching material based the local wisdom to develop
students’ nationalism, and students also need an
interactive teaching material which can motivate
them to read.
The result in Table 8 shows that 100% of
participants need text book in learning process.
Therefor most of participants like colorful picture
book. Participants also need three dimensions and
movable book as a text book.
Table 7: The Needs of Text Book as a Teaching Material
Core of
Question
Conclusion of Participants Answer
Student
The need
of text book
as teaching
material
- Students said that text book is
important in learning process.
Content of text
book
- Students like to read a color full
textbook.
- Students like to read a text book
which has lots of picture in it.
- Students need three dimensions
textbook.
- Students nee
d
a
m
ova
b
le
b
oo
k
.
Teache
r
Text need
of movable
book based
the local
wisdom as a
textboo
k
- Teacher do not have enough time
and skill to develop their own text
book.
- Teachers find it difficult to make
three dimensions text book.
Table 8: Student Needs of Teaching Material
4.2 Discussion
Based on the analysis of the data collected, the six
teachers had
already implemented curriculum of 2013
in learning process. In practice, teachers used some
teaching materials to support the implementation of
the learning process. There are several kinds of
teaching materials that can be used by teacher such
as printed teaching materials, audio teaching
materials, visual teaching materials and multimedia
teaching materials (Newby et al., 2000). The data
showed that all of the teachers mentioned textbook
as a common teaching material used in learning
process. The most teaching content in text book
already accordance with core and basic competence
in curriculum of 2013, but there were some
competencies need to be developed adjusted to
student environment. The Regulation of Province
Central Java Indonesia Number 4 Year 2012 Section
4 about the implementation of excellence based
education that focuses on the provision of
learning material based on local wisdom in
No. Core of Question Percentage
1. Importance of text book 100
2. Students like color full book 90
3. Students like picture book 86
4. Students need 3D book 89
5. Students need movable book 90
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community. The policy indicates that schools are
required to facilitate learning process based the local
wisdom in each region of Indonesia especially in
Central Java.
Pornpimon at al., (2014) is important for
teacher to facilitate learners interact with local
wisdom in their area. Therefore, student can
participate to conservation the local knowledge of
them self.
Teacher and student mention that they need
teaching material in form of text book based the local
wisdom. Figure two shows that 100% of student need
text book in learning process. The advantage of using
text book for students are text book provide a syllabus
which representing the aim of curriculum, text book
provide security for students to stay learning on the
right path, text book provides a set of readings,
visuals, and visual activity which might motivate
students to read, text book provides an evaluation
tools (Basturkmen, 2010; Graves, 2000). Other than
that, students love to read a color full text book which
has a lot of picture in it. One of strategy to for getting
students to read is give student text book filled with
picture. Students also need three dimensions and
movable text book. Crupi (2016) presented movable
book as a handcrafted book made for various
purposes such as playing, teaching, and storytelling
which encourages reader interaction. There are
several benefits in using movable book such as
creating an effective learning, creating
interaction and
able to motivate students. Three dimensions graphic
of images on movable book might help students
visualize the material content. Through the actives
pulling tabs and turning the wheel will create more
meaning full learning for student (Abrahamson &
Stewart, 1982). Therefore, there are need the
development of movable books to support students
learning process.
5 CONCLUSIONS
A natural learning environment can provide by
teacher as teaching material in form of local wisdom-
based textbook especially for primary students. It is
not only important to encourage young people like
primary students to take pride and recognize in their
local wisdom, but also to make the students
participate in the conservation of local knowledge to
strengthen their nationalism.
This study of Indonesian primary school
teachers and students needs of teaching materials
found that there were several teaching materials used
in learning process, most of teaching materials used
is text book, but then teaching materials based the
local wisdom which can develop primary student
nationalism were not found yet. This is turn impacted
negatively about the lack of primary student
nationalism and the lack of their understanding about
local wisdom in their area. Teachers showed that they
need an additional teaching material in form of text
book based the local wisdom which can deliver
learning material very well and help them to develop
student nationalism. The students shows that they
need an interactive text book which motivate them to
read such as color full and three dimensions book
(e.g. movable book). Finding suggest that
government, schools and teacher need to provide and
develop three dimensions movable book based the
local wisdom which can be used by primary student
to increase their nationalism in learning process.
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