Efforts
to Increase Archipelago Identity Awareness through Digital Collage Learning for
Class XII 8 Students of SMA Negeri 13 Surabaya
Novia
Eka Permata Sari1 , Setyo Yanuartuti2, Choirunnisa3
Universitas Negeri
Surabaya, Indonesia1,2
SMA
Negeri 13 Surabaya,
Indonesia3
[email protected]1,
[email protected]2, [email protected]3
|
Keywords |
Abstract |
|
Indonesian Cultural Identity, Digital Collage, Arts and
Culture, High School, Innovative Learning |
In the current era of globalization, many students are
experiencing a cultural identity crisis, where they are more likely to
appreciate foreign culture than local culture. This phenomenon can be seen
among students of SMA Negeri 13 Surabaya, where students' interest in the
archipelago's cultural activities tends to be low. This study aims to
increase awareness of the archipelago's cultural identity among students of
class XII 8 SMA Negeri 13 Surabaya through digital collage learning. The
method used is a cultural arts learning approach with the theme of the
archipelago which is carried out in two cycles. Each cycle consists of
planning, action, observation, and reflection stages. The results showed that
students were not only able to complete the task well, but also produce
quality collage works. There was a significant increase in students'
understanding of the culture of the archipelago, which was reflected in the
average pre-test score of 58 to 82 in the post-test. Some students even
published their work on social media, indicating an increase in cultural
awareness. This research is expected to be a reference for other teachers in
developing art and culture learning methods that are more interesting and
relevant to modern technology. The conclusion of this research shows that
digital collage learning is effective in improving students' understanding of
Nusantara culture. Students show active involvement in the learning process,
which can be seen from students' activeness in the learning process. |
Corresponding Author : Novia Eka Permata Sari
E-mail: [email protected]
INTRODUCTION
As a cultural arts teacher in class XII 8 of SMA Negeri 13 Surabaya, the
researcher found that many students experience an Indonesian identity crisis.
Students favor foreign culture over Nusantara culture, which is reflected in
their interest in cultural activities and the media they consume. This
indicates a lack of awareness of local cultural identity, which should be an
integral part of their education (Cleveland et al., 2016).
To overcome this problem, the researcher designed an action in the form of
learning cultural arts by making digital collages containing elements of
Nusantara culture (Yadav et al., 2020). This approach was chosen because the use of digital
techniques is expected to increase students' enthusiasm and interest in
cultural arts lessons. Digital collage allows students to express their
creativity while deepening their understanding of Nusantara culture.
The purpose of this study is to increase the awareness of cultural identity
of the archipelago in students of class XII 8 SMA Negeri 13 Surabaya through digital
collage learning, as well as to evaluate the effectiveness of this method and
technique in increasing students' interest and engagement in cultural arts
learning.
The theory of constructivism is the main foundation in this research, which
emphasizes the active role of students in constructing their own understanding (Pande & Bharathi,
2020). Cultural arts learning through digital collage is also
related to project-based learning theory, where students engage in a creative
process that integrates cultural knowledge with technical skills. In addition,
social identity theory is also relevant in understanding how students develop
their cultural identity awareness through interaction with local and global
cultures.
Constructivism theory is a learning theory that states that knowledge is
constructed by individuals through interaction with their environment and
experiences, where knowledge is not passively received, but rather actively
formed by the learner (Tuncel & Bahtiyar,
2015). A major figure in constructivism, Jean Piaget,
emphasized that learning is an active process involving assimilation and
accommodation, while Lev Vygotsky highlighted the role of social interaction
and cultural context in cognitive development. In this study, students were
asked to create digital collages that reflect the culture of the archipelago,
which is an example of constructivist learning as students actively build an
understanding of their cultural identity through creative exploration. The
utilization of technology in this activity increases student engagement and
facilitates a more meaningful knowledge construction process (Rashid & Asghar,
2016). The reflection process in the post-test questions also
reflects the constructivist approach by inviting students to think critically
and connect new knowledge with previous experiences (Kwan & Wong, 2015). The implications of this theory suggest that learning
is more student-centred, with the teacher acting as a facilitator who helps
students find meaning from the material (Baeten et al., 2016). In addition, social identity theory, developed by Henri
Tajfel and John Turner, explains how individuals identify themselves based on
membership in social groups. In the context of this study, students experienced
an archipelago identity crisis, favoring outside cultures, which shows the
influence of social identity on cultural preferences (Winchenbach et al., 2022). By inviting students to make digital collages with the
theme of Indonesian culture, they can strengthen their social identity as part
of Indonesian culture and internalize the cultural values. This activity also
helps students feel more connected to the larger social group, the Indonesian
nation, and strengthens their local identity empowerment, which is an important
goal in cultural arts education (Haslam et al., 2016).
By linking constructivism theory and social identity theory, this research
incorporates a pedagogical approach that allows students to construct their
understanding and identity through creative and interactive experiences.
Constructivism theory supports an active and student-centred learning process,
while social identity theory provides a framework for understanding how such
activities can strengthen the Archipelago's cultural identity among students.
This makes the research relevant in the context of cultural arts education that
aims to raise awareness and appreciation of local cultural identity amid the
influence of globalisation.
This research is expected to show that the digital college learning
approach is effective in increasing awareness of the archipelago's cultural
identity among students. In addition, the research also aims to contribute to
the development of cultural arts learning methods that are more relevant to
technology and students' social context.
RESEARCH METHOD
PTK Design
This research was conducted in two cycles involving four stages (Piccinno et al., 2016): planning, implementation of actions, observation, and
reflection. The first cycle focused on the introduction of digital collage
techniques and understanding of Nusantara cultural elements. The second cycle
aimed to deepen student involvement in the creative process and evaluation of
the work results. they.
Research Objectives
The target of the research was students of class XII 8 of SMA Negeri 13
Surabaya. The researcher also acted as a teacher who carried out actions,
provided teaching, and observed student development.
Data Collection
Techniques and Instrument Development
Data were collected through observation, assignment assessment, and
interviews. The instruments used included observation sheets, digital collage
assessment rubrics, and interview guides. Observations recorded students'
participation in making digital collages and their interactions with technology
and Nusantara cultural materials. Assignment assessments evaluated students'
collage work based on cultural understanding, creativity, and digital
techniques. Interviews collected student feedback regarding satisfaction and
interest in the learning methods applied, as well as their effectiveness in
understanding Nusantara culture.
Data Analysis
Techniques
The data were analyzed qualitatively by reviewing changes in participation,
interest, and quality of student work from the first cycle to the second cycle.
The analysis was conducted by identifying key themes that emerged from
observation and interview data.
Presence of
Researchers, Subjects, Location, and Time of Research
The researcher played an active role in every stage of the research. The
research was conducted at SMA Negeri 13 Surabaya for two months, with a
schedule adjusted to the ongoing arts and culture curriculum.
Validity of
Research Results
The validity of the research results is guaranteed through triangulation of
data from various sources, including direct observation, assessment of work
results, and interviews with students. In addition, reflection with students is
also used to evaluate the effectiveness of the actions taken.
RESULTS AND DISCUSSION
This study
successfully achieved its main objective of increasing awareness of Nusantara
cultural identity among students (De Medeiros et al., 2014). Students were not only able to complete the digital
collage task well, but also showed an increase in their understanding of
Nusantara culture. Some students even published their work on Instagram,
showing pride in their work. This publication also reflects that learning with
digital techniques has succeeded in increasing students' interest in cultural
arts (G�mez-Pablos et al.,
2017). Overall, the results of the study indicate that the use
of digital collage as a learning method can be an effective tool in building
cultural awareness in students.
1. Pre-Test
and Post-Test Analysis
Pre-Test:
Before action, carried out a pre-test for measure understanding student about
Nusantara culture. Questions consists of out of 10 questions choice double
related various element Nusantara culture, such as clothes customs, dances,
buildings, animals or plant endemic, and food traditional.
�
Pre-Test Results :
o
Of the 32
students, the average score was 58 (scale of 100).
o
A total of 15
students scored below 60, indicating an inadequate understanding of Nusantara
culture.
o
Only 3 students
scored above 80.
Post-Test: After learning about the Nusantara-themed digital
collage, a post-test was conducted with similar questions to evaluate the
increase in understanding.
- Post-Test
Results :
o
The average score
increased to 82.
o
A total of 28
students scored above 70.
o
10 students
achieved scores above 90, indicating excellent understanding.
Analysis: There was a significant increase in students'
understanding of Nusantara culture, which can be attributed to the digital
collage learning approach. The increase in the average score from 58 to 82
indicates that this method is effective in improving students' knowledge.
Analysis Qualitative:
- Key Themes: Identify key themes that emerged from students�
responses. For example, was there an increase in the amount of detail they
knew about Nusantara culture or did their reflections become more positive
after the action?
- Comparison of Pre-Test and Post-Test: Analysis of whether students show a better
understanding or changes in their attitudes towards Nusantara culture
after digital collage learning.
Example of
Assessment Rubric:
1. Completeness of
Answers (Score: 1-5)
- 5: Answer all parts of the question completely and
in detail.
- 4: Answer most parts of the question completely.
- 3:
Answer part question, but some important details are lost.
- 2: Answers a small portion of the questions with
very little detail.
- 1: No answer or very little answer with minimal
detail.
2. Depth Comprehension (Score: 1-5)
- 5: Demonstrates in-depth understanding by providing
detailed explanations of origin, function, or meaning.
- 4: Demonstrates good understanding with fairly
detailed explanations.
- 3: Demonstrates basic understanding with less
detailed explanation.
- 2: Shows very limited understanding.
- 1: Does not show sufficient understanding or does
not answer well.
Reflection
Measurement:
Student
reflections can be analyzed by looking at how they describe their feelings,
impressions, and views before and after participating in learning (Finch et al., 2015). Positive changes in student reflections, such as
increased appreciation for Nusantara culture, can be an indicator of the
success of the action (Howell, 2021).
Analysis and
Interpretation:
After collecting
all the data from the pre-test and post-test, I conducted simple statistical
analysis (e.g., mean and score comparison) as well as qualitative analysis of
the students� answers. The results can be presented in the form of graphs (for
scores) and narratives that describe changes in students� understanding and
attitudes towards Nusantara culture. By using this approach, I measure the
effectiveness of the actions taken more holistically, covering both cognitive
(understanding) and affective (attitude and appreciation) aspects.
Recommendation:
�
Combination Both of them :
Ideally , the PTK report should be lists the average pre-test and post-test
scores for give description general , but still include table or graph showing
all over mark students . This gives balance between summary and details.
�
Appendix: If the main report is too long, you can include
individual student grades in an appendix. This keeps the main report focused
but still provides complete data if needed.
2. Analysis of
Students' Digital Archipelago Collage Works
After learning,
students are asked to create a digital collage that integrates elements of
Nusantara culture.
- Criteria
Evaluation :
o
Diversity of
Cultural Elements: To what extent do
students integrate various elements of Nusantara culture into their collages
(e.g. traditional clothing, traditional weapons, traditional houses).
o
Creativity: The extent to which students demonstrate creativity in
selecting and arranging these cultural elements.
o
Technical Skills: The technical quality of digital collage, including color
selection, composition, and mastery of digital tools.
Results:
- Excellent Work: (90-100) 11 students produced work with an
integration of diverse cultural elements and excellent technique.
- Good Work: (80-89) 21 students demonstrated good technique,
although there were some shortcomings in creativity.
The majority of
students were able to produce good collage works, with some works standing out (Shim & Lee, 2020). This shows that the use of digital techniques is
effective in attracting students' interest and encouraging their creativity in
learning about Nusantara culture.
3. Student
Satisfaction Questionnaire
After the action
was completed, a questionnaire was distributed to measure student satisfaction
with the learning method.
- Scale
Satisfaction :
o 1:
Very No Satisfied
o 2:
No Satisfied
o 3:
Enough Satisfied
o 4:
Satisfied
o 5:
Very Satisfied
Results Questionnaire:
- Satisfaction
To Method Learning :
o
18 students (56%)
gave a score of 5 (Very Satisfied)
o 12
students (38%) gave value 4 ( Satisfied )
o 2
students (6%) gave value 3 (Enough) Satisfied )
- Interest in Arts and Culture Learning After Action:
o
22 students (69%)
stated that their interest in arts and culture lessons had increased.
o
10 students (31%)
felt their interests remained the same, but enjoyed the lessons more.
Analysis: Most students were satisfied with the learning methods
applied, and many of them reported increased interest in arts and culture
lessons.
4. Observation
During the action,
direct observations were made to observe changes in student behavior and
participation.
- Involvement
Student:
o
Before the action,
only about 10 students were actively asking questions and participating in
class discussions.
o
After the
activity, student engagement increased with more than 28 students actively
participating in the discussion and enthusiastically asking questions about
Nusantara culture.
- Enthusiasm
in Workmanship Task:
o
Before the action,
most students seemed less enthusiastic in doing assignments related to local
culture.
o
After the action,
students showed higher enthusiasm, as seen from the way they completed the
digital collage task carefully and enthusiastically.
Analysis: Observations showed a significant increase in student engagement and
enthusiasm, supporting the effectiveness of the actions taken.
5. Interview
Interviews were
conducted with 5 students to gain in-depth feedback on their experiences.
�
Findings Interview :
o Aisha:
�The experience that I have canned is I can make collage
about Indonesian culture to be precise culture Java East. Motivation that can I
can from during learning is I can know-it-all more in about culture
area I Alone.�
o
Tsania: "Previously, I focused more on modern culture than
local culture and in the end, I didn't think about Nusantara culture. Now, I
appreciate the diversity of ethnic groups and languages more. This collage
process made me think about how rich our cultural heritage is that we often
don't know about."
o Jihan: "Making collages is fun because I can develop my ideas. I am proud
to be able to publish my work on Instagram. Social media can be an effective
platform to promote Nusantara culture, because people can learn about cultures
that we don't know about."
o Nethania: " Yes , making collages with digital
techniques makes me more interested in recognizing and looking for things
related to the topic (Betawi - Jakarta) that I choose. I feel that this
technique is more effective than other learning methods, because if you only study
based on the material without showing evidence, it's boring , ma'am. Then, like
yesterday, it was more fun, and the vibes were more relaxed, but it still
included the material that had to be studied."
o Annora: " What makes me more aware of the importance of preserving Nusantara
culture Nusantara culture is the identity of the Indonesian nation. So the
unique Nusantara culture makes people in the world interested and makes
Indonesia known as a country with diverse traditions and cultures. I planning attend
a cultural festival like a fashion show using clothes custom
For to preserve culture . "
Analysis:
Interview confirms that actions takensucceed
increase awareness and appreciation student to Nusantara culture. Students feel more involved and motivated to learn local
culture after participating in this activity.
Here are some interview questions that can be asked based
on student answers:
- Student
A: Tsania Witri
o
"What made
you not very interested in Nusantara culture before?"
o
"How did the
process of making this collage change your view of Nusantara culture?"
o
"Is there a
particular aspect of Nusantara culture that you now appreciate more after
making this collage?"
- Student
B: Nethania Shalom
o
"What do you
like about learning with digital techniques?"
o
"How do
digital techniques help you better understand Nusantara culture?"
o "Do you feel this technique is more effective than
other learning methods? Why?�
- Student
C: Annora Isabelle
o
"What made
you more aware of the importance of preserving Nusantara culture after making
the collage?"
o
"In your
opinion, what can be done to help preserve Nusantara culture?"
o
"How do you
plan to contribute to the preservation of Nusantara culture in the
future?"
- Student
D: Jihan Zahara
o
"What makes
the process of making this collage fun for you?"
o
"How do you
feel when you see your work published on Instagram?"
o "Do you think social media can be an effective
platform to promote Nusantara culture? Why?�
- Student
E: Aisyah Nur
o
"What part of
this learning made you want to learn more about Nusantara culture?"
o
"What topic
or aspect of Nusantara culture would you like to learn more about?"
o
"Was there a
particular experience during this process that motivated you to delve deeper
into our culture?"
CONCLUSION
The conclusion of this study shows that the learning objectives in
improving students' understanding of Nusantara culture through the creation of
digital collages have been successfully achieved. Students showed active
involvement in the learning process, which was reflected in an increase in
understanding of Nusantara cultural elements and the ability to apply digital
techniques. In addition, the use of technology has proven effective in creating
a more interactive and enjoyable learning experience for students.
This study also found that students were satisfied with the learning
methods applied, and were more motivated in learning about Nusantara culture.
Pre-test and post-test analysis showed a significant increase in students'
understanding, and the results of the digital collage task strengthened these
findings. However, there is room for improvement, especially in increasing
group interaction and providing more practice related to digital techniques.
Overall, this approach not only supports cultural learning but also improves
students' digital skills.
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