“Innovations to Support Emancipated Learning (MBKM), Research, and Community Services for Sustainable Development Goals” 105
Enhancement of Narrative Writing Based on Local Wisdom
Eli Nurliza1*, Erfinawati1, Nurul Azmi1 & Nursafiah2
1Faculty of Teacher Training and Education, Universitas Serambi Mekkah, Aceh, Indonesia
2Faculty of Teacher Training and Education, Universitas Gunung Leuser, Aceh, Indonesia
*Corresponding Author: eli.nurliza@serambimekkah.ac.id
Abstract
The purpose of this research is to improve the creative writing skills of junior high school student level through learning based on local wisdom. The method used in this research is the research and development method. The results showed that students' creative writing abilities increased if using the material and learning process used local wisdom- based learning. Local wisdom-based learning will make it easier for students to receive the knowledge gained through the learning process.
Keywords: Narrative Writing, Local Wisdom, Creative Writing
1. Introduction
Education plays the first and main role in supporting the progress of the nation. An intelligent nation makes education a foundation in building the benefit of society. Quality education will give birth to a society that is not only intelligent, but also has a noble character in accordance with the nation's personality.
Regarding narrative learning, students still experience many difficulties, especially when given the task of writing narratives. The obstacle experienced by most students is that it is difficult to find ideas and develop ideas. This is reinforced by the results of research conducted by Inggriyani and Nurul (2021) that the obstacles to fostering writing literary works from the students appear in terms of motivation, idea development, and presentation techniques.
Local wisdom-based learning is an approach that brings students closer to everyday life that students encounter factually. According to Wagira (in Puspita, 2019) local wisdom includes: agriculture, handicrafts, herbal medicine, natural resource management and the environment, trade, cultural arts, regional languages, philosophy, religion and culture as well as traditional food.
Meanwhile, according to (Sayuti, 2013) suggests that the value of local wisdom is a collection of values and roots of local culture, such as traditions, community experiences and local wisdom which are a core part of culture. The value of local wisdom comes from cultural traditions. These cultural traditions contain teachings, suggestions, recommendations, prohibitions and rules passed down from generation to generation which have become the norms and norms of people's attitudes and behavior. Generation after generation guides the behavior of individuals and groups to live in harmony with the environment. According to Sedyawati (in Puspita, 2006) explains that local wisdom is wisdom in traditional culture which is not only in the form of cultural norms and values but all elements of ideas that have implications for technology, health and aesthetics in another
“Innovations to Support Emancipated Learning (MBKM), Research, and Community Services for Sustainable Development Goals” 106 sense each translated into the entire cultural heritage, both tangible and intangible. Local wisdom-based learning is effective for improving students' creative writing skills.
Writing activities are activities directed at social and cultural activities as well as individual and social goals (Weigle, 2002). In this section, writing is said to be part of a social activity because the writing process involves social artifacts and the social environment in describing an idea.
Writing is a productive and expressive activity. Through writing, students can express their ideas, thoughts, scientific knowledge, and life experiences. Writing is also one of the efforts to develop skills and improve language skills. Therefore, in language learning, they are taught how to write writing to express ideas, ideas, and various thoughts by taking notes, convincing, informing, and influencing the reader.
2. Results and Discussion
1. Results of Pretest Data Processing for Experimental and Control Class
• Descriptive
Descriptive Statistics
N Minimu
m
Maximu m
Mean Std.
Deviation
Varianc e Pre_eks_Local
wisdom 30 10.00 15.00 12.2667 1.57422 2.478
Pre_kon_Local
wisdom 30 10.00 14.00 11.9333 1.43679 2.064
Valid N (listwise) 30
• Normality Test
Tests of Normality
Kolmogorov-Smirnova
Statistic df Sig.
Pre_eks_local wisdom .134 30 .179
Pre_kon_Local
wisdom .152 30 .076
a. Lilliefors Significance Correction
Normality test using Kolmogorov Smirnov test with sign value. The experimental class and control class were more than 0.05, namely 0.178 for the experimental class and 0.076 for the control class, so that the distribution of data for both classes was normally distributed.
• Homogenitas Varians Test
Test of Homogeneity of Variances Pre_gab_Local Wisdom
Levene Statistic
df1 df2 Sig.
.636 1 58 .428
Both classes have a homogeneous variance because the sign value> 0.05 is 0.428
“Innovations to Support Emancipated Learning (MBKM), Research, and Community Services for Sustainable Development Goals” 107
• Mean Difference Test
Independent Samples Test Levene's Test for Equality of
Variances
t-test for Equality of Means
F Sig. t df
Sig. (2- tailed) Pre_gab_Local
Wisdom
Equal variances assumed .636 .428 .755 58 .453 Equal variances not
assumed .755 57.072 .453
The results of the t test showed that there was no difference in the average pretest value of the experimental class and the control class because the sign value > 0.05, which was 0.453. This means that both classes have the same initial ability.
2. Results of Experimental and Control Class Posttest Data Processing
• Descriptive
Descriptive Statistics
N Minimu
m
Maximu m
Mean Std.
Deviation
Varianc e Pos_eks_Local
Wisdom 30 12.00 19.00 17.1000 1.53914 2.369
Pos_con_Local
wisdom 30 12.00 18.00 15.0333 1.75152 3.068
Valid N (listwise) 30
3. Results of Data Processing for Experimental and Control Classes
• Descriptive
Descriptive Statistics
N Minimu
m
Maximu m
Mean Std.
Deviation
Varianc e N-gain_eks_Local
Wisdom 30 .27 .90 .6330 .15338 .024
N-gain_con_Local
Wisdom 30 .13 .75 .3883 .17625 .031
Valid N (listwise) 30
“Innovations to Support Emancipated Learning (MBKM), Research, and Community Services for Sustainable Development Goals” 108
• Normality Test
Tests of Normality
Kolmogorov-Smirnova
Statistic df Sig.
N-gain_eks_Local
Wisdom .129 30 .200*
N-gain_con_Local
Wisdom .196 30 .005
By using the Kolmorov Smirnov test, the sign value is obtained. For the experimental class 0.200 and the control class 0.005. The data distribution for the experimental class is normally distributed but for the control class, the data distribution is not normally distributed because of the sign value. Less than 0.05 is 0.005. Due to the significance value of one class is not normally distributed, then to test the difference in the mean of the free sample, it is followed by a non-parametric test, namely the Mann Whitney test.
• Mean Variance Test
The results of the Mann Whitney test show that H0 is rejected or there is a difference in the average value of the experimental class and the control class because the sign value
<0.05, which is 0.000. In other words, the average increase in the experimental class is better than the control class.
3. Conclusion
Based on the results of the data analysis, the improvement in the ability to write narratives of students who receive learning based on local wisdom is better than those who receive conventional learning.
References
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“Innovations to Support Emancipated Learning (MBKM), Research, and Community Services for Sustainable Development Goals” 109 Inggriyani, F., & Fazriyah, N. (2018). Analisis kemampuan berpikir kritis siswa dalam pembelajaran menulis narasi di sekolah dasar. Jurnal Pendidikan Dasar, 9(2), 30-41.
Weigle, S. C. (2002). Assessing Writing. Cambridge University Pres Wagiran. (2011). Pengembangan Model Pendidikan Kearifan Lokal Dalam
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