Equalization Access to Education as an Effort to Foster the Nationalism of Indonesian Migrant Workers’ Children in Border Areas
The discussion about the loss of nationalism values in the Indonesian migrant workers’ (IMW’s) children in border areas, has become an imp.
- Pub. date: October 15, 2021
- Pages: 1825-1837
- 505 Downloads
- 948 Views
- 2 Citations
The discussion about the loss of nationalism values in the Indonesian migrant workers’ (IMW’s) children in border areas, has become an important issue in the world of Indonesian education. The purpose of this study is to describe the role of Community Learning Center (CLC) in fostering nationalism values in IMW’s children, as well as to reveal the teaching experience and meaning of nationalism from the perspective of teachers at CLC Sarawak, Malaysia. The research uses qualitative method with case study approach that focuses on factors that can foster nationalism of IMW’s children. Data collection obtained through observation techniques, in-depth interviews, and documentation. The results showed meaningful findings according to the conditions in the education system in CLC, as well as socio-cultural conditions that affect every activity in the border area. The first finding indicates that CLC has an important (central) role in fostering the nationalism of IMW’s children in border areas. The second finding shows the fact that teachers are still experiencing some problems in the field, such as; limited access to information and communication, teacher education background, school conditions, limited educational units, learning facilities, and family and social environments. The third finding emphasizes the importance of nationalism for teachers who devote themselves to teaching in border areas, because teachers have a crucial role in transferring knowledge, providing meaningful learning experiences, and fostering the nationalism of IMW’s children.
Keywords: Border area, community learning center, meaning of nationalism, teaching experience.
References
Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9–19. https://doi.org/10.7575/aiac.ijels.v.5n.2p.9
Anderson, B. (2006). Imagined communities: Reflections on the origin and spread of nationalism (Revised). Verso.
Andita, L. R., Damayanti, C., & Suryo, H. (2016). Peran KJRI Kota Kinabalu dalam meningkatkan akses pendidikan bagi anak-anak buruh migran Indonesia (TKI) di Sabah [The role of the consulate general of the Republic of Indonesia (KJRI) in Kinabalu City for increasing access to education for the children of Indonesian migrant workers' in Sabah]. Transformation/ Transformasi, 1(30), 150–161.
Ashwin, C. (2010). Pestalozzi and the origins of pedagogical drawing. British Journal of Educational Studies, 29(2), 138–151. https://doi.org/10.1080/00071005.1981.9973592
Aspinall, E. (2016). The new nationalism in Indonesia. Asia and the Pacific Policy Studies, 3(1), 72–82. https://doi.org/10.1002/app5.111
Aswan. (2019). Potret guru dalam mewujudkan budaya literasi bagi anak buruh migran Indonesia: Studi kasus di community learning center Pontian Fico, Sabah Malaysia [Portrait of a teacher in realizing a literacy culture for children of Indonesian migrant workers': A case study at the community learning center, Pontian Fico, Sabah Malaysia]. In U. Solikhan, L. Munawaroh, Y. Irawan, A. Juanda, R. Rahma, Jatmika, & J. Herlina (Eds.), SEMBASA PROCEEDINGS: National Seminar on Language and Literature of the Three Ministries/ PROSIDING SEMBASA: Seminar Nasional Bahasa Dan Sastra Tiga Kementerian (pp. 157–162). West Java Language Agency.
Bakar, K. A. A., Noor, I. H. M., & Widodo. (2018). Nurturing nationalism character values at the primary schools in Jayapura, Papua. Cakrawala of Education/ Cakrawala Pendidikan, 37(1), 42–56. https://doi.org/10.21831/cp.v37i1.13616
Billig, M. (1995). Banal nationalism. SAGE Publications Inc.
Bria, M. E. (2018). Penguatan semangat nasionalisme di daerah perbatasan melalui pendidikan kewarganegaraan berbasis kearifan lokal [Strengthening the spirit of nationalism in border areas through civic education based on local wisdom]. Journal of Social Sciences Education/ Jurnal Pendidikan Ilmu-Ilmu Sosial, 10(1), 38–43. https://doi.org/10.24114/jupiis.v10i1.8379
Brown, B. A. (2010). Multigrade teaching: A review of issues, trends and practices implications for teacher education in South Africa. The Centre for Education Policy Development (CEPD) (Pty) Ltd.
Consulate General of the Republic of Indonesia. (2019). Community learning centre (CLC) Sarawak. https://bit.ly/2X9TqhE
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications Inc.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Freire, P. (2005). Pedagogy of the oppressed (M. B. Ramos, Trans.). The Continuum International Publishing Group. (Original work published 1921)
Gellner, E. (2006). Nations and nationalism (2nd ed.). Blackwell Publishing Ltd.
Hallinger, P., & Heck, R. H. (2011). Exploring the journey of school improvement: Classifying and analyzing patterns of change in school improvement processes and learning outcomes. School Effectiveness and School Improvement, 22(1), 1–27. https://doi.org/10.1080/09243453.2010.536322
Hartas, D. (2011). Families’ social backgrounds matter: Socio-economic factors, home learning and young children’s language, literacy and social outcomes. British Educational Research Journal, 37(6), 893–914. https://doi.org/10.1080/01411926.2010.506945
Howe, K. R. (2012). Mixed methods, triangulation, and causal explanation. Journal of Mixed Methods Research, 6(2), 89–96. https://doi.org/10.1177/1558689812437187
Huang, T. C. (2013). Motivation-oriented teaching model for certification education. International Education Studies, 6(2), 84–95. https://doi.org/10.5539/ies.v6n2p84
Irmansyah, J., Lumintuarso, R., Sugiyanto, F., & Sukoco, P. (2020). Children’s social skills through traditional sport games in primary schools. Cakrawala of Education/ Cakrawala Pendidikan, 39(1), 39–53. https://doi.org/10.21831/cp.v39i1.28210
Ismawati, E. (2018). Nationalism in Indonesian literature as active learning material. International Journal of Active Learning, 3(1), 33–48.
Itasari, E. R. (2018). Implementasi pemenuhan hak pendidikan warga negara Indonesia di perbatasan darat antara Indonesia dan Malaysia [Implementation of the fulfillment of the education rights of Indonesian citizens at the land border between Indonesia and Malaysia]. Social Science Journal/ Jurnal Ilmiah Ilmu Sosial, 4(2), 181–186. https://doi.org/10.23887/jiis.v4i2.16534
Itasari, E. R. (2020). Hak pendidikan di wilayah perbatasan dalam kerangka konstitusi Republik Indonesia [The right to education in border areas within the framework of the constitution of the Republic of Indonesia]. Journal of Pancasila Education Communication Media and Citizenship/ Jurnal Media Komunikasi Pendidikan Pancasila Dan Kewarganegaraan, 2(1), 79–100. https://doi.org/10.23887/jmpppkn.v2i1.85
Kohn, H., & Calhoun, C. (2017). The idea of nationalism: A study in its origins and background (1st ed.). Routledge. https://doi.org/10.4324/9781315132556
Krahenbuhl, K. S. (2016). Student-centered education and constructivism: Challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(3), 97–105. https://doi.org/10.1080/00098655.2016.1191311
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (4th ed., pp. 97–128). Sage.
Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158–170. https://doi.org/10.1016/j.tate.2017.04.010
Muawanah, S. (2015). Nasionalisme melalui pendidikan agama pada peserta didik sekolah menengah atas di wilayah perbatasan Kalimantan Barat [Nationalism through religious education for senior high school students in the border areas of West Kalimantan]. Smart Journal/ Jurnal Smart, 1(2), 137–150. https://doi.org/10.18784/smart.v1i2.247
Muhtarom, T. (2020). The comparison of nationalism and civic education value between Indonesian and Malaysian elementary school textbook. Elementary Education Online, 19(3), 1185–1199. https://doi.org/10.17051/ilkonline.2020.728015
Muzayanah, U. (2017). The role of the islamic education subject and local tradition in strengthening nationalism of the border society (Study in Temajuk Village Sambas Regency of West Borneo). Analisa: Journal of Social Science and Religion, 2(1), 41–59. https://doi.org/10.18784/analisa.v2i01.426
Noveria, M. (Ed.). (2017). Kedaulatan Indonesia di wilayah perbatasan: Perspektif multidimensi [Indonesia's sovereignty in the border area: A multidimensional perspective]. Yayasan Pustaka Obor Indonesia.
Pamungkas, C. (2016). Nationalism of border society: Case study of Sangir people, Sangihe Regency. Komunitas: International Journal of Indonesian Society and Culture, 8(1), 59–72. https://doi.org/10.15294/komunitas.v8i1.3669
Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a paradigm shift? Part 2: Introducing qualitative research methodologies and methods. Manual Therapy, 17(5), 378–384. https://doi.org/10.1016/j.math.2012.03.004
Prasetyo, D. T., Tarma, & Putri, V. U. G. (2020). “I still love Indonesia”: Study of nationalism character education in families in children of Indonesian migrant workers' in Malaysia. Journal of Family Welfare and Education/ Jurnal Kesejahteraan Keluarga Dan Pendidikan, 7(1), 87–97. https://doi.org/10.21009/JKKP.071.08
Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42(2), 191–214. https://doi.org/10.1111/j.1467-873X.2012.00588.x
Primawati, A. (2018). Nasionalisme tenaga kerja Indonesia di daerah perbatasan Indonesia- Malaysia [Nationalism of Indonesian migrant workers' in the Indonesia-Malaysia border area]. Social Politics/ Sociae Polites, 11(30), 1–15.
Rahma, R. A., Desyanty, E. S., & Wahyuni, S. (2019). The role of community learning center (CLC) in providing nonformal education services based on entrepreneurship. Journal of Nonformal Education, 5(2), 13–20.
Rahman, U., Idham, Mujizatullah, Muslim, A., & Subair, M. (2020). A portrait of religious education in the Indonesia-Malaysia boder area (Case of Sungai Limau Village, Central Sebatik District, Nunukan Regency, North Kalimantan). Elementary Education Online, 19(2), 1–10.
Rahmawati, I. (2017). Effectiveness state defense education to increase nationalism of Indonesian student in community learning center Sarawak Malaysia. Journal of Defense Management Study Program/ Jurnal Program Studi Manajemen Pertahanan, 3(1), 85–105.
Rahmawati, Y., Yi-Fong, P., & Chen, H. (2014). The necessity of multicultural education in Indonesia. International Journal of Education and Research, 2(10), 317–328.
Sampson, C., & Condy, J. (2016). One teacher’s experiences of teaching reading in an urban multi-grade foundation phase class. Perspectives in Education, 34(2), 83–96. https://doi.org/10.18820/2519593X/pie.v34i2.7
Samsuri, & Marzuki. (2016). Character building for multicultural citizenship within the curricular programs in madrasah aliyah, Yogyakarta. Cakrawala of Education/ Cakrawala Pendidikan, 1(1), 24–32. https://doi.org/10.21831/cp.v1i1.8362
Santosa, S., & Kamala, I. (2019). Reconstruction of nationalism awareness through education in the border territory: The case in the Sebatik Island-Indonesia. International Journal of Scientific and Technology Research, 8(10), 891–895.
Sasongko, R. N., Haji Julhi, A. I. b. A., & Sahono, B. (2019). The portrait of provision of Indonesian elementary school teachers in Malaysia. Journal of Advances in Education and Philosophy, 03(10), 357–363. https://doi.org/10.36348/jaep.2019.v03i10.003
Setiawan, J., Aman, & Wulandari, T. (2020). Understanding Indonesian history, interest in learning history and national insight with nationalism attitude. International Journal of Evaluation and Research in Education, 9(2), 364–373. https://doi.org/10.11591/ijere.v9i2.20474
Siswoyo, D. (2013). Philosophy of education in Indonesia: Theory and thoughts of institutionalized state (Pancasila). Asian Social Science, 9(12), 136–143. https://doi.org/10.5539/ass.v9n12p136
Sousa, D. (2014). Validation in qualitative research: General aspects and specificities of the descriptive phenomenological method. Qualitative Research in Psychology, 11(2), 211–227. https://doi.org/10.1080/14780887.2013.853855
Suaka, I. N., & Temaja, I. G. B. W. B. (2020). The crisis of nationalism in Indonesia-Malaysia border: A discourse analysis of the narrative film of 'Tanah Surga...Katanya’. RHETORIC: Journal of Language, Literature, and Teaching/ RETORIKA: Jurnal Bahasa, Sastra, Dan Pengajarannya, 13(1), 73-83. https://doi.org/10.26858/retorika.v13i1.11527
Suparlan, H. (2016). Filsafat pendidikan Ki Hadjar Dewantara dan sumbangannya bagi pendidikan Indonesia [Ki Hadjar Dewantara's philosophy of education and his contribution to Indonesian education]. Philosophy Journal/ Jurnal Filsafat, 25(1), 56-74. https://doi.org/10.22146/jf.12614
Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63–75. https://doi.org/10.3316/QRJ1102063
Susilowati, E., Sulistiyono, S. T., & Puguh, D. R. (2017). Internalization of nationalism values on senior high school students in the outer island: A case study in Bunguran Island, Natuna regency. Advanced Science Letters, 23(10), 9984–9987. https://doi.org/10.1166/asl.2017.10361
Thephavongsa, S. (2018). Enhancing the teaching skills of the multi-grade teachers through lesson study. International Journal of Learning, Teaching and Educational Research, 17(4), 71–87. https://doi.org/10.26803/ijlter.17.4.5
Tikly, L., & Barrett, A. M. (2011). Social justice, capabilities and the quality of education in low income countries. International Journal of Educational Development, 31(1), 3–14. https://doi.org/10.1016/j.ijedudev.2010.06.001
Une, D. (2010). Perkembangan nasionalisme di Indonesia dalam perspektif sejarah [The development of nationalism in Indonesia from a historical perspective]. Innovation Journal/ Journal Inovasi, 7(1), 176–187.
United Nations Educational, Scientific and Cultural Organization. (2012). Community learning centres: Asia-pacific regional conference report. UNESCO Bangkok, Asia and Pacific Regional Bureau for Education. https://bit.ly/3kjocOe
Utomo, H. B., Suminar, D. R., & Hamidah. (2019). Capturing teaching motivation of teacher in the disadvantaged areas. Cakrawala of Education/ Cakrawala Pendidikan, 38(3), 398–410. https://doi.org/10.21831/cp.v38i3.26411
Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26–28. https://doi.org/10.3102/0013189X11431010
Yanti, P. G., Ibrahim, N., & Rahman, F. (2019). Nationalism study of primary students in the border area of West Kalimantan-Indonesia and Malaysia. International Journal of Scientific and Technology Research, 8(12), 682–686.
Zakso, A., Agung, I., & Widiputera, F. (2019). Strengthening the students nationalism in border areas. Journal of Educational and Social Research, 9(3), 268–283. https://doi.org/10.2478/jesr-2019-0045