Culturally Responsive Pedagogy Aided by Malay Literature Elements Subvert the Burn Out Learning Among Primary School
Students in PdPR
Ros Anita Kartini Mohamed1*, Siti Rahmah Borham1, Abdul Halim Ali1
1 Fakulti Bahasa dan Komunikasi, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
*Corresponding Author: [email protected] Accepted: 15 November 2021 | Published: 1 December 2021
DOI:https://doi.org/10.55057/ijares.2021.3.4.1
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Abstract: Multicultural education is a global education problem faced by Malaysians who are composed of different races. Multicultural education in Malaysia is currently making slow progress as the implementation of national education has been stalled by the pandemic phenomenon sweeping the world. This pandemic outbreak will definitely have a significant negative impact on the multicultural education system in Malaysia. To ensure the survival of the country's educational culture, we cannot reject home-based learning and teaching (PdPR).
Therefore, PdPR must be implemented in an appropriate manner by using information and communication technology as the main medium to connect teachers and students. The implementation of PdPR online is a new culture that requires the cooperation of all stakeholders to ensure that all the objectives of the Ministry of Education Malaysia are achieved and no one drops out of school. However, from time to time, students lose their focus and motivation to follow PdPR online. This will have a negative impact on students in the future. Therefore, in a study, it was found that using Malay literary elements as "entertainment lessons" in other subjects during PdPR can maintain students' satisfaction so that they continue to follow PdPR without getting tired or bored. In this study, the observational methodology of the researcher as a study participant was implemented using the conceptual framework of Multicultural Responsive. Such an approach is essential because education is dynamic, but ideals in society evolve over time.
Keywords: multicultural; PdPR; pandermic; Cultural Responsive; entertainment educator;
pedagogy
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1. Introduction
Home-based teaching and learning (PdPR) is a new norm in the education system after the COVID -19 epidemic that swept the world. PdPR is defined as teaching and learning (PdP) that takes place in an organized and structured manner either at home, in a community centre, or in a location suitable for online (on-line) or offline (off-site) delivery (Ministry of Education Malaysia, 2020). The online PdPR technique can be conducted in real time if students have any device and good internet access. However, according to a study report by the Ministry of Education Malaysia (2020), 36.9% or 1.85 million students could not fully follow the PdPR because they did not have an electronic device. The implementation of the PdPR not only poses great challenges to parents and teachers, but also raises the problem of dropouts. Between 2019 and 2020, the percentage of dropouts in elementary or primary school increased from 0.12%
to 0.13%. The percentage of dropouts in secondary school has also increased during this period, from 1.14% to 1.26% (2021). This therefore needs to be curbed in order to tackle the problem of weak students who are falling further and further behind and whose motivation to learn is
waning.
Parent and teacher supervision is necessary for the PdPR process, especially at the primary school level. Time constraints and parental busyness, especially when working from home (WFH), contribute to an inadequately monitored PdPR process. In addition, limited Internet access, a less appropriate learning environment, and the use of devices that must be shared with other siblings during PdPR sessions make it difficult for children to focus on their academic tasks. Moreover, PdPR requires rigorous dedication to its implementation as students are easily persuaded by internet services (2021) . These include online games, social media, entertainment videos, online shopping applications, and other services. Therefore, all stakeholders need to work together to mobilize energy and ensure the success of the PdPR process to improve student achievement and combat dropout on a regular basis.
2. Research Objective
The objective of this study is to maximize the involvement of online students the effect of practicing culturally responsive pedagogical skills assisted by Malay literary elements in PdPR online among primary school students throughout the pandemic.
3. Problem Statement
COVID-19 transmission can also be observed in schools and has shown immediate effects. As a result of this development, the Ministry of Education Malaysia (MOE) had to announce the closure of many schools and issue instructions to commence teaching and learning at home (PdPR) within the stipulated time frame. The school closures due to the epidemic will have long-term effects on the country's education system. According to statistics from UNESCO, the number of school dropouts due to the pandemic is increasing COVID-19 (2021) internationally. This is especially evident among teachers who work in multiracial mission group schools. PdPR calls for student-centred learning as the Internet becomes a medium that establishes a relationship between students, teachers, and parents in the process of teaching and learning online. This indirectly leads to “learning burnout” or a decline in student motivation to learn compared to face-to-face teaching. It is difficult for teachers to maximize student participation in PdPR sessions conducted online during the pandemic. It has been found that teachers have long been less sensitive to different diversity in schools despite a multicultural school environment because the multicultural approach is still relatively foreign to teachers in this country (2006). However, this method is gaining traction in this country as evidenced by a study conducted by Siti Zuraida et al. (2013), which examined teachers' experiences of using PRB in Art Education courses. Meanwhile, Nur Hijrah Zakaria (2020) and Ahmad Ali Seman (2011) have focused PRB research on history as a subject. In the subject of history, the study of cultural diversity and its relationship to history leads to the issue of promoting unity and interethnic relations, as Ahmad Ali Seman (2011) explores. During the pandemic, the pedagogical method of PRB using the components of Malay Literature can really create joy in student-centred learning. Not to mention, the pedagogy of PRB during pandemics is still unexplored. “Learning burnout” is considered a major problem. This problem needs to be addressed in order to prevent dropout among primary school students who then move on to secondary school. Therefore, the PRB method along with Malay Literature components in pedagogy is the ideal way to address the problem of “learning burnout” and create a joyful
learning environment. At the same time, PRB is considered a positive pedagogical method for multicultural students because PdPR involves students' parents and guardians in their success.
4. Methodology
This study uses the conceptual framework of the study of Cultural Responsive theory by Ladson-Billing (1994); Gay (2000) and Banks (2008) adapted in line with PdPR as a reference.
In the context of PdPR throughout the pandermic PRB practiced by teachers in the classroom is derived from the observations of PdPR of the researcher as a teacher and as a participant of the study. Such selection is because the researcher as a study participant teaches five subjects a week for different classes. The focus in the observation of PdPR is on the skills practiced by teachers while teaching multicultural students implemented online somewhat complicate the process of understanding and interest of students to survive long in PdPR. Therefore, the elements of Malay literature in the form of "didik hibur" are relevant and related to efforts to build students 'knowledge about the cultural diversity of society, integrate content, teachers' attitudes towards cultural diversity and some other skills acquired during observation during PdPR. What's more, this element of Malay literature in the form of "didik hibur" material is a simple teaching "tools" and even covers the knowledge of cultural diversity in PdPR throughout the pandermic which emphasizes PdPR sessions online completely. The use of elements of Malay literature such as pantun, children's poetry, riddles, folk tales, proverbs, poems, poems, animal stories although basically represent the Malay community but it has been well integrated and accepted by the diversity of cultures and communities in Malaysia.
plural regardless of educational and socio-economic background.
Figure 1: Conceptual Framework of the Ladson-Billing (1994) Multicultural Responsive Theory Adaptation Study; Banks (2008) and Gay (2000).
Cultural Responsive Pedagogy
Cultures such as the cultural values of ethnic groups, traditions, communication, learning styles and patterns of intercultural relationships in the classroom can influence the learning process and social adjustment of students (2014). Teachers need to know the differences between ethnic groups in the classroom that affect problems to collaborate, learning motivation, aspirations, quality of work, interaction in multicultural teaching environment. In multicultural classrooms, teachers need to foster cultural understanding in various ways to enable students to be more sensitive to students from other cultures in order to make them live in a more harmonious community (2014). Cultural Responsive Pedagogy (PRB) is defined as a teaching that uses the
cultural characteristics, experiences and perspectives of students ’ethnic diversity as a stimulus for more effective teaching (2000). This teaching is based on the assumption that when teachers have the knowledge and skills to teach multicultural students, students will learn something more meaningfully, have a high interest in learning and find it easier to learn something.
Ladson-Billings (1994) explains that PRB is a pedagogy that recognizes the cultural diversity of students in all aspects of teaching and learning (PdP). Ladson-Billings (1994) outlined several principles in PRB namely having a positive perspective on parents and families of students, communication in high expectations, learning in cultural context, student-centered teaching, culture-based teaching and teachers as facilitators. Gay (2000) states, there are five elements required in a culturally responsive teaching approach namely i) Develop a knowledge base on cultural diversity; ii) incorporate elements of ethnic and cultural diversity in curriculum content; iii) demonstrate a caring and developing attitude learning community; iv) communicate with multicultural ethnicities and v) provide feedback on ethnic diversity in teaching. Villegas and Lucas (2002) add, culturally responsive teachers must possess characteristics such as i) have an awareness of socioculture; ii) have a positive view of students from various backgrounds; iii) making pupils a responsibility to make schools fairer; iv) understand how students construct knowledge; v) know about students 'lives and v) design lessons based on students' existing knowledge. PRB skills need to be practiced by all teachers especially during the implementation period of PdPdr. During this pandermic period, PRB in PdPdr is very relevant at the primary school level because the goal of KSSR itself is to produce citizens who have a sense of belonging, unity apart from pride and love for the homeland. The tendency to increase the use of Malay literary elements in PdPr during the pandermic period created fun and easy to understand the diversity of the corpus of knowledge based on subjects.
At the same time, what the teacher taught was more guided and directed towards the PdPr objectives planned for the day. This is because the elements of Malay literature represent the local wisdom of the diverse culture of Malaysians in accordance with the diversity of ethnicities and races in the classroom. This diversity requires a multi -cultural competent teacher to be able to form students of various ethnicities and cultures who are proud of the nation and easily understand the state of society and the country. Ahmad Ali Seman (2011) explains that an understanding of various cultures enables a person to i) accept the elements of sociocultural differences that exist between races; ii) accept and understand the culture of each race with an open heart; iii) deepen the uniqueness of the existing culture; iv) acknowledge the cultural differences between races and v) recognize the elements of differences and cultural uniqueness of each race.
5. Analysis And Discussion
In implementing PdPR online, the researcher's observations, for example, in Malay, are used for the online application of PdPR. Teachers need to take into account students' prior knowledge of poems to ensure that the lesson materials and activities are relevant. Thus, the poems displayed are the most important material in the teacher's initial compilation of the lesson to get an idea of the students' desired responses in the enrichment process. This initial visualization process, in turn, helps the student to relate his or her cognitive abilities to the concepts already learned or to the teacher's own preexisting knowledge imparted during prior teaching and learning. This relationship is called the comparative process. This approach is also used by the author of the Sejarah textbook for standard four as a reinforcing activity in teaching and learning history to give students a first impression of the importance of Tun Perak as the Bendahara of Melaka during the Malay Sultanate of Melaka. This past event is unknown to the students of today who have grown up in a world surrounded by "gadgets". Therefore, poetry is used to convey the events recorded in the folds of history in a creative and entertaining
way. The importance of Tun Perak as the most important treasurer is presented in class using classical prose through the technique of retelling events in Malay History and then presented to students through project-based learning activities. In the project-based learning module, students must be prepared to act out action scenes of such historical figures. Later, parents will help students record their children's beginnings as assignments during PdPR. This encourages bilateral collaboration between teachers and parents who also come from different cultures.
Such a learning process indirectly reveals new knowledge that integrates traditional sources into the current context of today's multicultural generation. Moreover, this retelling process is combined with colorful illustrated photographs of national figures and fighters to make learning and teaching fun in the classroom. This is because high quality picture stories can also help students to follow the stories with interest through the pictures (1981). In using literature as a means of inculcating historical facts into the souls of elementary students, the form, content, value and purpose of the literary element must also be considered appropriately according to the age of the students. Therefore, literary elements presented as a medium for presenting historical facts differ in form as they attempt to adapt to students' cognitive development in absorbing knowledge. Under the influence of the development of the Information Technology (IT) corpus, many elements of literature have evolved and appeared in written form. For example, myths, entertainment literature, legends, folk tales, stories and poems are now transmitted in written and printed form rather than orally. Thus, the drawing of many pictorial classical prose stories in history textbooks in elementary schools is a plan of Curriculum Development Division in an effort to improve teachers' and students' understanding of history education in order to educate present and future generations (Curriculum Standard Document and Historical Assessment, 2019). Based on the animated images and audio visuals in PdPR online, it can be said that the variety of literary elements used to support the meaning of historical facts presented to students, for example, is better organized and more effective. is different. This difference is due to the fact that each student has a different background, such as family socioeconomic status, field of study, gender, ethnicity, and others (2011). The preparation of teaching materials for teachers in the initial preparation phase is different because the process of accepting the concepts taught by teachers in the classroom is also different. Online PdPR is even more difficult with the cultural diversity and intelligence of students that teachers need to be aware of. However, the goals of PdPR still require that teachers' teaching and learning be easily understood by students without creating a burnout learning situation.
6. Discussion Of Findings
Based on the observation, the study revealed that literary elements as entertainment elements in other subjects during PdPR are indeed a necessity for teaching and learning during the pandemic period to create an entertaining learning environment. This literary element is necessary because it is analytical in nature and promotes Higher Order Thinking Skills (HOTS) in PdPR. This indirectly stimulates students' cognitive thinking to become active. This prevents students from burning out while learning PdPR. The use of this literary element also does not conflict with the teaching and learning goals outlined in National Education Plan 2021-2025 to equip students with higher order thinking skills to compete globally. Therefore, when compiling the initial information during teaching and learning, the material planned by the teacher should be suitable to facilitate a high level of discourse in this online PdPR. For example, the use of audiovisual materials to present the story of the Battle of Hang Tuah and Hang Jebat in the history classroom helps organize students' cognitive processes to understand a concept, the relationship between the content of the lesson, and the relationship between new and old experiences.
The use of audio-visual and flipped images in the inductive teaching of historical facts is an obvious prerequisite for knowing the content of the subject and relating past events to current teaching objectives. Teaching history using literary elements is a useful learning process because it has been proven that the goal of teaching through song, verse, drama, etc. produces students who are better able to pronounce and understand historical facts that teachers want to convey and who are able to remember them for a long time. It can be said that the literary element can help students better understand the content of the history text. This study also found that the effectiveness and benefits or advantages of literary elements in teaching and learning in PdPR are perceived throughout Pandemics because literary materials contain an element of entertainment that can make students enjoy learning. Therefore, elements of Malay literature must be present in the subject of history in primary school in order to build the human capital of the young generation in a relaxed way who are knowledgeable about the local culture.
This is because in Malay literature, there are texts that bear witness to the history of the nation which have always been "evergreen", such as Malay History, Hikayat Hang Tuah, Hikayat Raja Pasai, and so on. Even though there are a variety of historical literary texts, the aim of teaching history should be to focus on realistic facts. In fact, the literary elements in the textbooks for the subject of history in elementary school are the first preparation for teachers to teach in a more interesting way. The integration of the curriculum is expected to exude values. Therefore, teaching can stimulate students' cognitive, affective and psychomotor abilities in primary school. At the same time, it weakens the burnt-out learning process of students, especially in understanding the basic facts of science and mathematics subjects.
PdPR, which is based on visual talk, is similar to PdP talk and chalk convention. However, Malay literature calls for a pedagogy that actively engages students. Students are given the opportunity and space to actively participate through conversation using Malay literature elements. For example, students are asked to perform mathematical cyphers in the form of
songs or riddles. suitable as a tool for human capital development and education (2018).
At the same time, the use of literary elements does not contradict the curriculum of the KSSR and Historical Assessment Standard Document, which is based on the National Education Philosophy. If the Malay literary element can be a tool that can understand the existence of this diversity, then the curriculum and philosophy of National Literature Education is an important element that can be well planned and determine the teaching and learning process (2018). The effectiveness of the use of literary elements in the teaching and learning of history as a subject in primary school depends on three main factors: the teachers, the approaches used in teaching and learning, and the literary elements selected. Teachers should have the necessary knowledge and skills to teach the cognitively oriented literary elements of Ausubel, where the teacher is the information giver while the student is the passive receiver of information. Moreover, the literary elements used by the teachers should challenge the thinking of the students at the initial stage to think critically and analytically. This is because literature itself provides a rich discourse on various topics and issues that can be used by teachers to teach students in a more critical direction based on the level of thinking of the students.
The Effect Of The Use Of Malay Literary Elements During Pdpr Online
In general, some of the effects of the use of literary elements in online PdPR are identified as below;
1) A fun learning session because it contains elements of acting, aesthetic elements, entertainment and so on with the help of animation/ audio visual.
2) Reduce the level of anxiety and fear of students to teachers because the concept of acceptance and memorization allows students to always remember facts and formulas (for the subjects of Science, Mathematics)
3) Pupils are free to move, act, sing, write poetry in the comfort zone at home.
4) Pupils are always in a state of readiness with existing information or knowledge to be associated with new information or lessons.
5) Involvement of many students voluntarily to act, sing, and dance.
6) Students' memory lasts a long time because many activities are practical.
7) Produce student-centered PdP.
The effects of PdPR based on Cultural Responsive Pedagogy online throughout the pandermic
A synthetic literature study suggests that by providing a culturally responsive teaching approach can avoid high achievement among culturally and linguistically diverse students (2000; 2001; 1994; 2000). It can be argued, that a culturally responsive approach is a teaching approach that bridges the gap between school and student world, in line with students ’own cultural values in line with the need to ensure academic learning, and encourages teachers to tailor their teaching to meet the learning needs of all students.
Teachers who practice culturally responsive pedagogy in PdPR show;
• Communication with high expectations
There is a consistent delivery of information from teachers, parents and students. PdPR which involves the cooperation of parents creates a high level of respect between teachers and students and among the guardian parents.
• Active use of teaching methods
This teaching approach is designed to encourage student involvement by requiring students to play an active role in curriculum development and developing learning activities.
• Facilitate the PdPR process effectively
In an active teaching environment, the role of the teacher is as one of the users, mediators, knowledgeable consultants, as well as instructors
• Have a positive perspective on parents and families of students from diverse cultural, educational and linguistic backgrounds
There is ongoing participation in dialogues with students, parents and community members on issues that are important to them, along with the inclusion of these individuals and those issues in the classroom curriculum and learning activities.
• Demonstrates sensitivity to multicultural cultures
To maximize learning opportunities, teachers draw knowledge from the cultures represented in their classrooms and translate this knowledge into teaching practice.
• Reshaping the Curriculum
Reshaping the curriculum is responsive to the interests and backgrounds of students.
• Provide teaching of mediation culture
Teaching is characterized by the use of cognition resolved with cultures appropriate to the social situation of learning, knowledge and culture are valued in curriculum content.
• Incorporate Small Group Teaching and Cooperative Learning
Teaching is structured around low -stress, student control in academic language development.
7. Conclusion
The diversity of students' backgrounds in terms of ethnicity, culture and intelligence is a challenge for teachers. The situation became critical when the world was hit by the Coronavirus2019 pandermic outbreak. In the pandermic period that hit the world, the world education system was seen as paralyzed. This is also affected in the education system in Malaysia. What's more, Malaysia consists of diverse cultural backgrounds among students. At the same time, the national education system has always been oriented towards face-to-face learning methods. Thus, teachers face constraints and pressure to implement PdP online. It is a cultural shock. This raises the problem of "burn out learning" among students during the implementation of PdPR online. Therefore, this study concludes that, the application of Malay literary elements as a medium of "entertainment education" in PdPR is a method that can attract students to better survive in PdPR for all subjects among students from various cultures. At the same time, the application of Malay literary elements such as folklore, verses, poems, poems and riddles for example can not only weaken the "burn out learning" of students, but also can improve the mastery of literacy skills of students themselves. Implications from this study show that, culturally responsive pedagogy provides added value to the formation of students
’identities, values and character as children and enhances teachers’ pedagogical skills through more interesting and creative teaching materials.
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