Indonesian Cultural Literacy Education Among Immigrant Children At The Klang Lama Guidance Center
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Abstract
Cultural literacy education for children of Indonesian migrant workers (PMI) abroad is a crucial instrument in safeguarding national identity from the risk of cultural degradation. This study aims to analyze the urgency and effectiveness of implementing Indonesian cultural literacy education among immigrant children at the Sanggar Bimbingan (SB) Klang Lama, Kuala Lumpur, Malaysia. Using a descriptive qualitative method with a participatory action approach, this study involved 25 school-aged children (preschool to elementary school) as primary participants. Data were collected through participatory observation recorded in field notes as well as audio-visual documentation, which were subsequently analyzed using Thematic Analysis. The research findings indicate that a pedagogical intervention based on joyful learning through three main stages—audio-linguistic stimulation via traditional Indonesian music, deconstruction of language structures through folktales, and interactive language experiments (role-play)—effectively enhances proficiency in standard Indonesian and fosters children’s affective sensitivity toward national symbols. This study concludes that structured and contextual cultural literacy education is essential for mitigating the national identity crisis among the younger generation of the diaspora in multicultural environments.
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