Integrating local wisdom and multicultural values into cultural literacy activities: A case study of two primary schools in Tanjungpinang, Indonesia

Abstract

The integration of local wisdom and multicultural values into elementary school literacy activities warrants empirical study within the context of Malay culture. This study describes this integration in cultural literacy activities at two primary schools in Tanjungpinang City, Indonesia. A qualitative case study involved interviews with two principals, five teachers, and ten students, supported by observations, document analysis, and an eight-item questionnaire completed by 255 Grade IV–VI students as supporting data. Data were analyzed through data reduction, data display, and conclusion drawing. Trustworthiness was examined through source and technique triangulation and re-examination of records. Findings show that local wisdom and multicultural values were integrated through the planning, implementation, and evaluation of the Pensil Budaya and Terbang Negeri programs, using pantun, Gurindam Dua Belas, folktales, traditional games, and dances. Interviews and observations indicated that communication was the most prominent dimension, while independence and creativity needed further strengthening. Questionnaire responses showed a similar pattern. The schools differed in formal program documentation and support networks. Because each questionnaire dimension was measured by a single item, the questionnaire served only as descriptive, perception-based supporting data. The findings describe integration practices but do not demonstrate changes in students’ character.