Learning Model Using Social Media in the Community of Batik

Craftsman in Indonesia

Nunuk Suryanti

, Viona Rupiyanto

and M. Arief Rafsanjani

Department of Accounting Education, Universitas Islam Riau, Kaharuddin Nasution 113 Pekanbaru Indonesia

Department of Economic Education, Universitas Negeri Surabaya, Surabaya Indonesia

Keywords: Learning Model, Gotong Royong, Batik Community.

Abstract: Cultural values become essential things that characterize a society. This study aims to explore how a learning

model using social media based on the artistic value of gotong royong in the batik community of Malang

district. Scott, (1988) explained “gotong royong” uses the principle of reciprocity. It means that it does not

aim to get money, but it is a hope that when needed some help in the community of “gotong royong”. This

study uses a qualitative design with an ethnographic approach. Informants research from batik artisans in the

Gondanglegi sub-district, Malang Regency. It consists of 11 female batik artisans. The study results show

that through collective learning using social media, by raising the value of mutual assistance, mutual support,

and knowledge sharing on an ongoing basis, product innovation can result.

1 INTRODUCTION

In today's fast-paced world, knowledge can become

quickly outdated as new information is constantly

being developed. It is important to stay current by

updating your knowledge, skills, and competencies in

order to remain competitive in the global market. In

business, knowledge is often more valuable than land

or capital in terms of its ability to drive competition

(Dunford, 2000). According to Popescu (2012), it is

necessary to continuously update one's knowledge in

order to stay relevant and effective in a business

organization.

The company's success depends on its ability to

continuously learn and adapt to changing

circumstances (Bosch, Baaij, & Volberda, 2005;

Leiponen, 2006). By exchanging information and

implementing knowledge management systems, the

organization can foster a culture of learning that

promotes innovation and the ability to creatively

imitate others (S. Kim & Lee, 2006).

Elevating the cultural value of gotong royong, as

the basis for learning for MSME actors in Indonesia

has not been touched in depth. The values of gotong

royong are widely explored in formal education

https://orcid.org/0000-0003-4862-5985

https://orcid.org/0009-0003-0889-642X

https://orcid.org/0000-0002-0981-8031

settings, such as in making teaching materials

(Mandala & Pujiati, 2020; Hutama, Anhar, & Haidar,

2019), developing teaching materials that contain

character values (Subiyakto, Syaharuddin, & Rahman

, 2016), and planting the values of mutual cooperation

in learning (Utomo, 2018).

Small businesses favour informal learning

processes (Gray & Mabey, 2005; Nolan & Garavan,

2016). It can be a solution for SMEs to continue

growing and facing the existing obstacles of

globalization. Rowden & Conine, (2005) also stated

that the relationship between informal learning and

innovation had not been studied in detail. Research

shows a statistically significant relationship between

informal learning and innovation (Raimonda

Alonderiene & Pundziene, 2009).

SMEs prefer informal learning because it is

cheaper (Anderson & Boocock, 2002b). According to

Keskin (2006), small companies tend to rely more on

informal learning and independent learning at work

because of their more flexible and adaptable

capabilities. Explore how natural SME learning can

be used as a reference for policymakers in developing

SMEs effectively and efficiently.

In Indonesia, the learning model for small and

medium-sized enterprises (SMEs) is based on the idea

124

Suryanti, N., Rupiyanto, V. and Rafsanjani, M.

Learning Model Using Social Media in the Community of Batik Craftsman in Indonesia.

DOI: 10.5220/0012197400003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 124-129

ISBN: 978-989-758-669-9; ISSN: 2975-9676

of mutual support and cooperation for the overall

advancement of the community, rather than for the

benefit of a single member (Oikawa, 2014). This is

influenced by the strong cultural values of "gotong

royong" in Indonesian society, which is based on the

principle of reciprocity (Scott, 1988).It means that it

does not aim to get money but it is a hope that when

needed some help in the community of “gotong

royong”.

Learning in the batik community suggests the

critical role of access to social networks for learning

(Clarke, Thorpe, Anderson, & Gold, 2006).

Networking in the community will make sharing the

knowledge that helps in product innovation that

cannot do independently for micro and small

businesses.

"Research has shown that students benefit from

interacting and sharing information with their peers

on social media platforms (Bryer & Zavattaro, 2011).

Kaplan and Haenlein (2010) identified six types of

social media: collaborative projects (e.g. Wikipedia),

blogs and microblogs (e.g. Twitter), content

communities (e.g. YouTube), social network sites

(e.g. Facebook), virtual game worlds (e.g. World of

Warcraft), and virtual social worlds (e.g. Second

Life) (Soetan et al., 2020)."

The aspect of how micro and small entrepreneurs

carry out innovation through collective learning has

not received much attention In Indonesia. Exploring

how natural MSME learning can be used as a

reference for policymakers in developing SMEs

effectively and efficiently.

Social networks or media can be thought of as a

category of online platforms that allow people and

organizations to share and collaborate on content

(Rouse, 2017).Therefore, this study will explain how

the micro and small business community facilitates

collaboration in learning, where elements of

togetherness and mutual cooperation are prioritized

through social media technology. Revive the value of

"gotong royong" as local wisdom of Indonesian

culture.

2 METHODOLOGY

This study used a qualitative design with ethnography

type that assesses the social behaviour of identifiable

groups of the community (Creswell & Poth, 2018).

The selected community group is the Malang district

batik entrepreneur community, founded in 2017. It

consists of 33 districts with 75 fellows of small batik

entrepreneurs.

The advantages of this batik community are:

learning in the district indicated the value of

togetherness, solidarity, and

cooperation, which have

become the culture of the Indonesian people, known as

"gotong royong".Considering Batik is a localcultural

heritage, which needs to be preserved.

The pre-survey was carried out on several small

and medium business communities located in one of

the creative city areas in Indonesia, namely Malang

Raya. Through interviews with several business local

authoritys at an exhibition held by the local

government. There are indicators that the batik

entrepreneur community deserves to be studied to

find learning patterns based on local wisdom values.

The next stage is an in-depth study of the data

obtained through interviews, observation, Focus

Group Discussion (FGD), and documentation.

Informant chosen was a study group in the batik

craftsman community of Gondanglegi District, which

had 11 fellows. The reason is that the group's assistant

has been the head of the batik craftsmen community

in Malang Regency and batik observer since 2013.

She is continuously recruiting fellows and experience

as nationally certified mentors from official

certification bodies that have received permission

from the State. Therefore, this group deserves to be a

learning model for batik entrepreneurs at the micro

and small scale. Preservation of local cultural values

helps fellows to innovate sustainably, as well as

helping to survive amidst intense global competition.

Following are detailed data of 11 key informants.

Table 1: Informant Identity.

Key

informant

identity

Position Age

Year

Joined the

Communi

Other

ventures

AD Local

authority

50 2017 batik guide

DW Treasurer 46 2017

Bridal

makeup

KU Fellow 48 2017 housekeeper

NA Fellow 32 2019 employees

JU Fellow 45 2017

beverage

business

AN Fellow 40 2017 eatery

SA Fellow 42 2020 housekeeper

SU Fellow 35 2019 housekeeper

AV Fellow 20 2019 housekeeper

SR Fellow 36 2017 housekeeper

JA Secretary 49 2013 housekeeper

Data analysis used the model of Miles and

Huberman (1994) with several stages,including data

Learning Model Using Social Media in the Community of Batik Craftsman in Indonesia

125

reduction, data presentation, and

conclusion/verification. Coding system using the

Nvivo 12 program.

The first coding process are open coding, After

this coding process continued with axial coding, the

themes contained in open coding were regrouped by

deleting unnecessary ones and creating one piece with

similarities. The new theme became more conical.

The final stage of the coding process is selective

coding. The final data reduction aims to get an ideal

theme according to the conditions in the field. Finally,

a pattern was found that was by the learning process

in the batik craftsman community.

The Credibility of Research Results

To test the validity of the data using triangulation

techniques. Compare the results of interviews with

the chairperson and fellows in FGDs and individual

interviews. Compare interview data with

observations, and several photos that show the

ongoing learning process.

3 RESEARCH RESULTS AND

DISCUSSION

Based on the results of the data analysis, the learning

model for small batik entrepreneurs in their

community is shown in Figure 01 below.

Figure 1: Learning Model in the batik craftsmen community

on a micro and small business scale.

Based on figure 01, the pattern of mutual

cooperation-based learning activities through

WhatsApp social media in the Citra Gendhis batik

community is as follows

1. SMEs are more motivated to learn if they are

directly related to the concrete problems they are

facing. The exchange of knowledge and

experience can be seen from the posts of each

member when asking for advice and when facing

problems in their field of work.

2. Mentors who come from the community are felt

to be more effective because there has been an

emotional closeness by being part of one

community. Friendly relations (close relations)

between members, will increase the possibility of

exchange of knowledge Argote et al. (2003).

3. Need each other, foster solidarity values

(togetherness, mutual help, and sharing) which

can be seen from the WhatsApp group. The values

that encourage cooperation are often rooted in

deeply embedded phenomena such as religion,

shared historical experiences, and other cultural

traditions that can only be formed with great

difficulty (Fukuyama, 2002).

4. Experiments and trial errors are an integral part of

learning the batik community. Utilizing internet

technology in the form of YouTube helps in this

process.

5. If they experience problems, they seek help from

friends in the community by venting on social

media groups or offline. Through the trust that has

been formed in society can develop social capital

in collective learning (Gubbins & Maccurtain,

2008).

6. So that learning together is an alternative when

there are obstacles experienced. A shared learning

system with mutual cooperation values, by

utilizing social media can produce product

innovations in a sustainable manner.

7. Most SME actors already understand the

importance of networking in learning.

Entrepreneurship learning is an ongoing process

where practical policies are drawn from experience

(Politis, 2005). Including failures and critical events

that have been experienced.

Here's a snippet from one of the community

fellows who supports the statement.

"You know? Mine until I processed it six times.

I am very smart. So wait fresh, then think about

finding a way to reprocess it. If I'm still busy, so be it.

So look forward to being fresh, looking for

inspiration, what to do. Finally got good results".

There are learning elements consisting of doing

experiments independently and the trial error

process. Through learning by experimentation and

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

126

learning from mistakes, one can improve skills

(Gibb, 1997).

Some literature suggests that essential aspects of

SME learning are contextual action, critical

reflection, and social interaction (Higgins &

Aspinall, 2011).

If autodidact does not work, then the person

concerned will continue mentoring, which is

facilitated by other fellows who have more abilities

or from fellows who have succeeded in making

similar products. Each fellow is open when asked for

suggestions for the success of fellow fellows. It is a

value in the community even though it is not written.

Fukuyama, (2002) states that understanding social

capital as norms and values that encourage

cooperation often stems from phenomena such as

religion, sharing of historical experiences, and other

deeply embedded cultural traditions that can only be

formed with great difficulty.

The following is a snippet of the conversation

results during the FGD

... AD: If she fails to make batik, report to me. I

took it to Ms Yuli's place. It is the victim of a failure

like this. No problem, significant. I said like that.

DW: I'm a cheerful person. If it fails, I say forget...

From the results of reflection during the

mentoring, it will result in product innovation when

implemented sustainably. This statement from the

interview with JU.

"After the mother joined the training, were the

results of the training shared with friends? Yes. After

training, I usually try it at home. Trying like this, how

will the result be later. Such knowledge increases. Oh,

it should be like this; insight also increases. Do not

stop. Is every experiment a collective thought? Yes.

Sometimes shared in groups. Oh yeah, great, what to

use? How to process it? Such a question arose. Oh

yeah, make it like this tomorrow. So that knowledge

is increasing" (JU). The values of helping each other

can be linked to the values in Indonesian society

known as "gotong royong". Scott (1988) described

"gotong royong" as a system based on the principle of

reciprocity, where individuals in a community offer

help to each other with the expectation that they will

receive assistance in return when they are in need.

This model of mutual support is intended to promote

the development and progress of small and medium-

sized enterprises (SMEs) in Indonesia, rather than

being motivated by financial gain. Oikawa (2014)

further noted that this system inspires a sense of

community and cooperation within the SME

community in Indonesia.During the training at the

fellows' homes, the values of helping each other can

be seen in the following JU conversation.

"... if we have finished working on the assignment

during training. We always help other friends who are

not finished. Finally, everything is over, so it's all

cooperation. If you have trouble, do you meet Mrs

Yuli? Yes. Sometimes we ask for solutions from

friends in the group. Does anyone know? Oh, yeah,

like this. Can you come to a friend's house if you don't

understand? Can. Usually to Ms Yuli's house, or

whoever can". SMEs often prefer informal learning

methods because they are more flexible and

adaptable. These methods, which include work-based

learning, are generally less expensive and more

convenient than formal learning methods. Building

friendly relationships with colleagues can facilitate

knowledge exchange and lead to a dynamic learning

process that results in innovative work (Kim &

Nelson, 2000). This is supported by research from

Argote et al. (2003) and Anderson & Boocock (2002),

and Keskin (2006).In observing the conversation

between JU and DW, this was clear.

"...JU: When the order is finished, our activities

are like this. We learn together if there is a new

model, so there are innovations. DW: Sometimes the

evaluation is about "canting", how to colour it. Such

is learning especially batik techniques."

The essence of cooperation in innovation for

small business actors is precious. The existence of

dependence on each other becomes the strength to

work together. Exchange ideas and share the results

of each experiment resulting in critical reflection

based on contextual action. It reflects the existence of

togetherness in learning, discussion, which results in

critical thinking. If this is sustainable it will result in

innovation. Discursive and critical reflection aspects

of the environment benefit SMEs through new

networks and collaboration between SMEs (Clarke

et al., 2006). Although often not intended as learning,

small business owners consciously develop and

manage their corporate learning processes and

environment (Csillag et al., 2019). Support and

complement each other from the following interview

excerpt with AN. If you learn from training held by

the government compared to training in learning

communities, which one is more effective? More

effective in our group. The time available for formal

trainers in the government is limited. If we don't

understand, we repeat it in our community until we

get maximum results, for three days. That means

cooperation. Yes. Nobody is stingy. Because if you

are frugal, the knowledge does not increase. "No

blessings" (AN).

Collaborative learning also provides a synergistic

way for students to acquire knowledge (Xie et al.,

2019). Brien & Hamburg, (2014) emphasized that

Learning Model Using Social Media in the Community of Batik Craftsman in Indonesia

127

collaborating helps small businesses to survive

sustainably. Formal and informal learning integration

makes the right choice (Tynjälä, 2008) through

informal learning communities (Spaan et al., 2016).

From the resulting learning pattern Figure, 01

shows that entrepreneurship learning is positively

related to the performance of SMEs. Innovation plays

an essential role in mediating the relationshipbetween

entrepreneurial learning and SME performance (Kura

& Abubakar, 2017). Leiva, Alegre, & Monge, (2014)

found a positive linear relationship between post-

start-up entrepreneurial learning and performance. A

conceptual framework for entrepreneurship learning

has been developed (Rae, 2005). According to Rae,

entrepreneurship learning is an important area of

inquiry that is not well understood in the academic

study of entrepreneurship or the practical

development of newentrepreneurs. Saunders, Gray, &

Goregaokar, (2014) much of this learning is informal

through networking, mentoring, or coaching.

Innovative SMEs are significantly more committed to

learning than those who are less creative. Innovative

SMEs are morelikely to have a shared vision, be

open-minded, andlearn from crises, and can reflect on

their experiences. Sharing a vision, creating

continuous learning opportunities, informal learning

that promotes inquiry and dialogue, collaboration and

team learning, knowledge management systems, and

enrichment are all part of the organization. Deakins &

Freel, (1998) entrepreneurial behaviour is a dynamic

response to a changing environment that does not

exist in large corporate organizational theory.

4 CONCLUSION

Learning by utilizing social media for the batik

community has a vital role in the current era of

knowledge and technology. According to (Saunders

et al., 2014), innovation and learning orientation are

important factors in the success of SMEs. Based on

the results of collaborative learning research through

WhatsApp and YouTube groups by prioritizing

mutual cooperation values, it makes it easier to

innovate products for micro and small businesses

such as artisans in the batik craft community.

Knowing how this learning pattern can be used as a

reference for policy makers to develop SMEs in order

to survive and develop.

ACKNOWLEDGEMENTS

The author would like to thank the leaders of the

teaching and education faculty of the Universitas

Islam Riau for their support in publishing this paper.

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