The Mandala Model: A Conceptual Framework for Preserving Cultural Identity in Local Culture-Based Elementary School Teacher Education
DOI:
https://doi.org/10.29407/bvjq5712Abstract
Social and cultural transformation in the era of globalization presents challenges to the preservation of cultural identity in education, particularly among prospective elementary school teachers. Prospective teachers are required to integrate local culture into learning as a foundation for character formation and the strengthening of students' cultural identity; however, current learning tends to provide limited opportunities for learning experiences rooted in local culture. This article aims to develop the Mandala Model as a conceptual framework for local culture-based learning in elementary school teacher education. This study employs a conceptual approach through an integrative literature review and synthesis of theories encompassing social constructivism, experiential learning, culturally responsive teaching, and local culture-based education. The review resulted in a conceptual framework of the Mandala Model that places local culture at the center of learning through the processes of Manembah (reflection/observation), Ngripta (creativity), Daya (actualization), and Laku Adiluhung (evaluation/reflection). The Mandala Model is conceptually expected to strengthen cultural identity, creativity, and cultural literacy among prospective elementary school teachers. The Mandala Model makes a conceptual contribution by integrating local culture-based learning and experiential learning within a holistic learning framework
Keywords:
Mandala Model, Local Culture, Elementary School Teacher Education, 21st-Century LearningDownloads
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