Volume 4, No. 3 Maret
2023
p-ISSN� 2721-3854 | e-ISSN 2721-2769
DOI:� https://doi.org/10.46799/jst.v4i3.707
A COMPARATIVE STUDY
BETWEEN THE PAPUA CONTEXTUAL TEXTBOOK (BPKP) AND THE GOVERNMENT PUBLISHED
Abstract:
This paper is a study of two mathematical
resources in the Indonesian primary
education system. It is an empirical study that will
compare the two booklets in the West Papua context. This paper will
concentrate on 4 aspects of a contextual analysis framework used the Trends in International Mathematics and Science Study (TIMSS). The 4 aspects used in this
study are structure, content, expectation and language. In 2013, Wamena Christian Foundation School (WCFS)
published the Papua Contextual Textbooks: Buku Paket Kontekstual Papua (BPKP). These textbooks consisted
of two subjects Mathematics and Bahasa Indonesia for Grade 1,
2 and 3 at the Primary
Schools. This research examines the resource �Buku Paket Kontekstual
Papua� (BPKP) which was
designed by Wamena Christian Foundation School (WCFS) and the other resource
�Matematika Untuk SD/MI
Kelas 1� (MTG1_DH) which is the government issues resource designed
by Djaelani and Haryono in 2008. The purpose of these textbooks is to uplift the education outcome from Indigenous
Papuans in literacy and numeracy. After many good results from testing
the Governor of West Papua and The Head of Education and Cultural Department ordered all school to utilise the BPKP textbook for the delivery
of maths instruction. This paper will examine
the difference later in the paper. What also will be examined is why this was so?
�The Governor of West Papua and the
Head of Education and Cultural Department ordered the usage of BPKP resource
without any empirical evidence to support him excepting the
testing results. In
using the textbook analysis process the research was able to identify significant differences in all areas of the textbook
analysis. Through this process, the research
will
TIMSS definition of what a textbook analysis should consist of TIMSS identify 4 areas that make
a good textbook analysis. The structure requires you to incorporate reference, substitution, ellipsis, conjunction and lexical when examining books. Content has 4 factors
that define an analysis. These
are motivation, comprehension cues, technical
aids and philosophical position. Expectation requires empathy
and philosophy. Language examines the narration and description aspect of a text. This analytical research paper
will highlight the significant
difference between the two resources and the
effect it
has on the West Papuan learners of Mathematics
in the Primary School
grades of 1, 2 & 3.
Keywords: Contextual
Textbook; Comparative Study;
Primary School; Indigenous Education;
Textbook Analysis.
INTRODUCTION
West Papua (formerly Irian Jaya) is the western half of the Island of New Guinea. �The
West Papua borders
with Papua New Guinea. To the north lies the Pacific Ocean, to the west is the Arafura Sea and to the south is Australia. The physical area of Papua is 421,981 square kilometres and lies between
130��141� East Longitude and 2�25 South Longitude � 9� North Longitude.
The
name of West Papua itself has changed over time. For
example, during Dutch colonisation, the
island was called Netherland New Guinea. Then it was renamed Irian Jaya since the
Government of Indonesia started to take formal control, (
Topographically West Papua consists of three main areas including the birds head, the central highlands within the northern and the Southern Jayawijaya highlands. The birds head region includes Manokwari, Fak-Fak, Teminabuan, Stenkool, Kaimana, Kokas, Ayamaru and Windesi. The central highland and the northern region includes Jayawijaya, Mamberamo, Cenderawasih Bay and Jayapura. The southern region of Jayawijaya mountain is
Merauke
The inhabitants of West Papua emigrated from Asia
during the last ice age, nearly 50,000 years
ago. They
consisted primarily of three groups: Negritos, Papuans and Melanesians who are
today
categorized as a single race, Melanesians,
Since
the first Melanesians arrived in Papua
until the Dutch colonial era in 1828, the indigenous people of Papua lived very
dependently on the nature
In
the Educational Sector, both the
Protestant
and Catholic churches played the pivotal roles
in educating Papuans. They built many foundation schools. Some are even still existing until today and managed by
a specific religious body. For example, the Protestant Educational Foundation (YPK)
which supported by the Christian Church and the Catholic Educational School (YPPK) supported by the Roman Catholic Church
Many Papuans are well-educated from Christian primary to high schools.
The subjects that are being
taught were mostly related to the vocational education subjects including farming, fishing
and motor mechanics.
�the Dutch also established the Pan-Papuan Principle in order to raise up the Papuan�s self-esteem and self-dignity in combating the nationalist propaganda of President
Sukarno in the early
1960s
During the Suharto regime, the Indonesian government greedily exploited the natural resources while ignoring the development of the local community. For example, the central government took over 3.82
million hectares of ancestral lands of the Amungme and Kamoro tribes for PT Freeport Indonesia
without any permission
Despite the BPKP have published and used since 2013 none of either person or institution conducting the research due
to this. Whereas those textbooks have a significant influence
on students� achievement. The real triggers that emerge behind these prestigious achievements still remain mysterious. People might
curious about this fact then raising many questions. There are two possible
questions that many people possibly
asked. First, why using BPKP has a significant impact on
students� achievement than other
books? Second, what are the similarities and differences from those two books? To address on such matter, it is applicable and doable using
research that explores some pivotal aspects in teaching and learning. The
textbook analysis is one
of the most suitable research methods
that emphasises on at least two crucial aspects in teaching. First, concern with the
pedagogical implication of the text: how are textbooks used by teachers and received by
students? Second, in
regard
to the content of �the text itself�:
what is included in the text, what
is
omitted and why?
Unfortunately, there is no sufficient time to do such intensive
and depth research. However, it can be
done by conducting a simpler research method.
For example, doing a comparative study on two books
that have been using in the primary
schools in Papua. Thus, the research intends to do a comparison
between Mathematics Textbook Grade 1 at the primary school from BPKP and MTG1_DH in Papua.
The aspects that emphasise on this research based on the four key elements in Mathematics Textbook
Analysis (structure, content, expectations and language)
from the Trends in International
Mathematics and Science Study (TIMSS)
METHOD
The aim
of this research is to explore and identify the similarities and differences
and then continue comparing and contrasting between the BPKP and MTG1_DH. More
specifically we will focus on the Mathematics Textbook for Grade 1 at the
Primary School. This comparative study is considered to be an applicable
research approach as it emphasises on the comparison within and across each
context, (Goodrick, 2014). This research approach undertakes an in-depth
analysis and syntheses among the similarities, differences and patterns within
and across two or more objects that are being observed, (Pickvance, 2005). Due
to time constraints in the research, the researcher can only examine the
comparative study instead of using the experimental or quasi-experimental
research design approach.
According
to Goodrick, D. (2014) in order to understand each aspect of the textbook a
researcher needs to design an analytical framework that will act as a guide in
the cross aspect comparison. As this research intends to compare the
Mathematics Textbooks used in the primary school. The four main aspects of the
Third International Mathematics and Science Studies (TIMSS) adapted the
guidance in order to explore and identify both differences and similarities,(G.
Valverde, et al 2002 ).
In the
analysis section of this research, this study draws on the four key aspects of
TIMSS (structure, content, expectation and language) in order to conduct this
comparative study.� Structure Analysis
focuses on the question: how do the BPKP and MTG1_DH textbook structured?
Content Analysis focuses on the question: what are the topics and aspect of
materials covered in the BPKP and MTG1_DH textbook? Expectation Analysis
focuses on the question: what is expected after utilizing the BPKP and MTG1_DH
textbook? The fourth, Language Analysis focuses only on the question: what is
the type of language used as a medium instruction in the BPKP and MTG1_DH
textbooks?
RESULT AND DISCUSSION
Comparing
and
Contrasting
The
critical analysis of the BPKP and MTG1_DH is carried out based on four
aspects of the TIMSS textbook analysis framework (structure, content, expectation and language). Every aspect has created
one question. This analysis is completed based on the findings of the answers to each of the questions
which have been summarized in the form of a table. The
main purpose of this analysis is to identify similarities
and differences
and do a comparison between
the BPKP and MTG1_DH.
Structure
A study
from
the structural aspects both BPKP and MTG1_DH have several similarities
but also dissimilarities. In general,
both textbooks consist of three major parts, introduction, contents and the conclusion. At the beginning
part of the book, either BPKP or MTG1_DH have similarities in terms of cover, preamble, book usage instructions and a list of content.
However, there are
some dissimilarities
between those two books.�
For example, the BPKP has the
forewords� from the Governor of Papua, recommendations from both the governor and the head of the educational department
in Papua, a form
of the book and standard of assessment and evaluation.
Meanwhile, the MTG1_DH has an
opening speech
by
the publisher
and the strategy for student learning.
In the contents section, both BPKP and MTG1_DH
have the similar
intention which is to introduce
the numbers, addition and subtraction in Mathematics. Nevertheless, both books have huge dissimilar in terms of how the contents
of books organised. The BPKP splits the learning
material in the form of a month hence there are
ten months for a year of study. Therefore, the semester one started from the
first month until the fifth month while the sixth to ten months are included in the second semester. Whilst, the MTG1_DH
consists of seven chapters, the chapters one to four for semester one and
chapters five to seven for
semester two. Though at the end of the book both BPKP and MTG1_DH provide
references and MTG1_DH uses an additional glossary.
Content
Although the BPKP and MTG1_DH coverage the same subject matter, namely introducing the
numbers, addition and subtraction to students
at the primary school grade 1, there are some extremely
different aspects due to
the
total number of
the
books designed and produced. The
BPKP utilises six textbooks in one year which consisting of two
teachers� handbooks, two students' worksheet books and two test booklets for each semester. The MTG1_DH on the other hand only utilise two books, one teacher 'handbook and students' worksheet book. The teachers 'handbooks and students'
worksheet books in both BPKP
and MTG1_DH have the same function which
covers
all
the lessons that are going to be taught by teachers in the classroom and all the exercise questions for students
while the booklet test in BPKP only contains
test
questions for students.
The
BPKP is designed materials in the form of the lesson plan and divided into months similar to chapters on the MTG1_DH. In one year of study, BPKP has 10 months and ought to spend 200 lesson
plans. Every semester BPKP has 5 months and 100 lesson plans. So, practically 20 lesson plans for every month.
While MTG1_DH only has 7 chapters
in one year. So, the chapters 1 to 4 for
semester one and chapter 5 to 7 for
semester two.
Interestingly, the BPKP uses practical topics related to everyday
life. For example, school, family, health, animal, village, profession, health, environment and transportation. Meanwhile, in MTG1_DH uses
theoretical topics such as
Whole Numbers 0 to
20, Addition and Subtraction of Numbers, Time
and
Length Unit,
Geometry, The value
of place and usage, Unit of Weight and Plane. �For the assessment and evaluation,
BPKP conducts the affirmative test every two weeks or after 20
lesson plans completed. The first-semester exam is conducted after five months and the second-
semester exam is conducted
after
ten months. While MTG1_DH, on the other hand, conducts the
affirmative test at
the
end of every chapter.
The
first-semester
exam is
carried
out after four chapters finished and the second semester or final exam conducted after the whole seven chapters completed.
There are two core activities in every lesson plan in the BPKP. First, an introduction which discusses intentions of the lesson
plan regarding cognitive aspects, affective and psychomotor, keywords, tools and material as well as time preference provided. Second, the four main
activities in the lesson plan
such as opening, explanation, exercises and closing.
While in MTG1_DH
has
three essential aspects including how to read the cover of each chapter, map of concept, keywords, apperceptions, teaching materials, pictures, practice items, assignments, summary, reflection, competencies, activities,
information media and final semester tests.
Expectation
The
main objective desired to be
achieved through the use of the BPKP and MTG1_DH
is to meet national education goals by implementing the basic and standards competencies. The authors of both
the BPKP and MTG1_DH expect that students
will actively
be involved in the affirmative and
summative test in order to recognise their
progress in learning mathematics. There are two objectives
that only possessed in the BPKP, first, each lesson plan has three aspects of ability
that expected to
be achieved by
students according to the topic including cognitive, affective and psychomotor. In addition, BPKP also aimed to shape positive relationships through simple language and examples which
is real to students' life (realistic mathematics).
Language
One outstandingly different aspect between the BPKP and MTG1_DH is language. All the lesson plans in BPKP utilise simple language that can be easily understood by both teachers and students
while in MTG1_DH use the Indonesian
language which standardised and academic
for whole Indonesia. The images used in BPKP also taken from everyday life, especially in Papua, while
MTG1_DH used the images
for the same general example for whole
schools in Indonesia regardless of diversities. Moreover, games, songs and stories are also imitated from the child's daily
life
in Papua. Unlike in MTG1_DH
which is used from the same source
to be applied in whole Indonesia.
In
addition, the BPKP implement the repetition system of basic things in a fun way through singing,
dancing and storytelling in
order to strengthen students' understanding.
Discussion and
Valuing Indigenous Knowledge
The
purpose of this study was to explore and identify the similarities and
differences in terms of four aspects from TIMSS (structure, content,
expectation and language) between the BPKP and MTG1_DH. In chapter four has
discussed the findings and critical analysis by comparing and contrasting
between the BPKP and MTG1_DH. The result of the study reveals that there are
huge differences between these two textbooks. Although there are still some
similarities emerged particularly regarding the intention of textbooks usage.
This part, therefore, reviews rigorously each textbook separately with a focus
on the research questions. There are two core research questions formed in order
to accomplish the research objectives.
The
research question 1: How are the Mathematics Textbook for Grade 1 Primary
Schools by BPKP published by WCFS and MTG1_DH published the Government
(designed in terms of structure, content, expectations and language?
BPKP
Structurally,
BPKP has three parts including introduction, content and conclusion. The
introductory section consists of cover pages, forewords by the governor of
Papua, recommendation by the governor of Papua and the head of the educational
department, preamble, book usage instruction, form of the book, the standard of
assessment and evaluation, contains and aims to the National Curriculum 2013.
The content section contains 200 lesson plans divided into 10 months each for 5
months for the first semester and 5 months for the second semester. Each
month's the teaching material consists of the mathematical outline, the
mathematical wall, a total of ten lesson plans, test registration form for the
previous lesson plan, ten lesson plans and test registration forms for the
previous material. The conclusion section contains a list of references being
used in the writing of BPKP. In short, all the lessons in the BPKP are arranged
in the form of lesson plans.
In
terms of content, BPKP coverages the lessons to introduce students with
numbers, addition and subtraction. The BPKP has six textbooks for one year.
Each semester has three different textbooks including teachers 'handbook,
students' worksheet book and test booklet. The teachers' handbook covers all
the lessons that are going to be taught in the classroom. The students'
worksheet contains all the items for exercises to practice individually and the
test booklet designed for the final test both formative and summative
assessment. The content of the lesson in BPKP is designed in the form of the
lesson plan. The topic for every lesson plan has simplified to the practical
Thematic topics such as School, Family, Village, Health, Animal, Family,
Profession, Games, Environment, and Transportation. Every month has 20 lesson
plans which divided into 10 lesson plans for every two weeks (fortnight). In
total, there are 100 lesson plans in one semester that need 70 minutes for one
lesson plan and 200 lesson plans for one year. After finishing 10 lesson plans,
students are given a formative test. Hence, in one month there are two times
for the formative test. In addition, there are two core parts in each lesson
plan of the BPKP. Firstly, the introduction which discusses the intentions of
the lesson plan regarding cognitive aspects, effective and psychomotor,
keywords, tools and material as well as time preference provided. Secondly,
four main activities in the lesson plan, namely: opening, explanation,
exercises and closing. In short, all material contained in BPKP is designed in accordance
with the context of the environment, stories and culture of Papua and all use
practical topics.
Likewise,
other textbooks, BPKP has some expectations. The main objective of the BPKP is
to fulfil the national educational goals through the curriculum even though the
content designed specifically for Papua context. Interestingly, every lesson
plan in BPKP has three skills that are expected to be achieved by students
including cognitive, affective and psychomotor. Moreover, students are also
expected to undertake the formative and summative to recognise the learning
progressive in Mathematics. In addition, BPKP has a unique intention which is
to build up the positive relationships by applying simple language level of
language. To sum up, the BPKP designed all material as creative as simple in
nature with the hope that students can swiftly associate the learning material
to their real life.
Language
is one of the most unique and different aspects used in BPKP. There are three
concepts that indicate the difference between BPKP and the government published
textbooks. Firstly, all lesson plans in BPKP employ very simple language.
Secondly, the images used are taken from everyday life, especially in Papua,
and Thirdly, games, songs and stories are also imitated from the child's daily
life in Papua. In addition, BPKP applies a method of repetition of basic things
in a fun way through singing, dancing and storytelling in order to strengthen
students' understanding. In brief, BPKP utilises a very simple level of
language that can be understood easily by both teachers and students.
MTG1_DH
Structurally,
MTG1_DH has three parts including introduction, content and conclusion. The
introductory section consists of a cover page, opening Speech, preamble, book
usage instructions, strategy for student learning and list of content. The
content section, MTG1_DH has seven chapters of discussion, chapters one to four
for semester one and chapters five to seven for semester two. While the closing
section contains a list of references used as well as a glossary. In short in
MTG1_DH all learning materials are arranged in the format of chapters and
sub-chapters.
The
content of MTG1_DH generally discusses the lesson to introduce students with
number numbers, addition and subtraction. MTG1_DH has two textbooks for one
year (teachers 'handbook and students' worksheets book). The teachers 'handbook
contains the lessons that are going to be taught in the classroom while
students� worksheet covers the items for students' individual exercises and
homework. The content in MTG1_DH is designed in the form of the chapters. All
chapters are arranged with theoretical topics such as whole numbers 0 to 20,
addition and subtraction of numbers, time and length units, geometry, the value
of place and usage, unit of weight and plane. Furthermore, the MTG1_DH consists
of seven chapters for one year which is the chapter 1-4 for the first semester
and chapters 5-7 for the second semester. In addition, there are many important
aspects in the MTG that need to pay attention to teachers in each chapter such
as how to read the cover of each chapter, map of concept, keywords,
apperceptions, teaching materials, pictures, practice items, assignments,
summary, reflection, competencies, activities, information media and final
semester tests. In conclusion, MTG1_DH content is compiled with theoretical
topics with the same sources to be applied to the whole of Indonesia.
The
MTG1_DH writers have acknowledged that the main purpose of the MTG1 is to
fulfil the national educational goals by the curriculum. In addition, students
are practically expected to carry out the test questions at the end of each
chapter as a formative assessment in order to know the learning progressive. At
the end of the semester, students are expected to undertake the final semester
test as a summative test to determine the general understanding of the MTG1_DH.
In summary, the intention of the MTG1_DH is to fulfil the national goals
through applying the national curriculum which comprised into the basics and
standard competencies.
Due
to language aspect, all lesson in MTG1_DH uses the standard Indonesian Bahasa
language. It can be seen clearly in the images which adapted from everyday life
in general for whole Indonesia. Moreover, games, songs and stories adapted from
the child�s life in general for whole Indonesia regardless of students'
diversity due to culture, ethnicity as well as belief.
The
research question 2: What are the similarities and differences in terms of
structure, content, expectations and language between Mathematics Textbook for
Grade 1 Primary Schools published by WCFS (BPKP) and The Government Published
(MTG1_DH) in Papua?
Structure
From
the structural aspect, BPKP and MTG1_DH have several similarities but there are
also some differences. Both BPKP and MTG1_DH have three main parts,
introduction, content and closing. The introductory section, both books cover,
preamble, book usage instructions and list of content. However, there are some
variances between these two books. For example, BPKP has an introduction from
the Governor of Papua, recommendations from both governor and heads of
education and cultural affairs in Papua, book forms and assessment standards
and evaluation methods. Meanwhile, MTG1_DH has an opening speech by publishers
and learning strategies for students.
Both
BPKP and MTG1_DH have arranged in a different manner. The BPKP compiles each
learning material designed and structured in the form of lesson plans which
divided into months. There are 200 lesson plans for a year of study which need
to spend in 10 months. Hence, every semester consists of 100 lesson plans for 5
months. Whilst, the MTG1_DH structures the learning material in the form of
chapters. There are seven chapters which comprised into chapters. The chapter
one to four for semester one and chapters five to seven for semester two. In
the final section, BPKP and MTG1_DH both provide references but MTG1_DH uses a
glossary in addition.
Content
The
main objectives of BPKP and MTG1_DH are to introduce numbers, additions and
reductions for grade 1 students at the primary school. However, there are
several very different aspects between these two textbooks:
Firstly,
BPKP uses six textbooks in one year consisting of two teacher handbooks, two
student worksheets and two test books for each semester. Meanwhile, MTG1_DH
only uses two books, one teacher handbook and a student workbook. The teacher
handbook and student workbooks at BPKP and MTG1_DH have the same function which
includes all the lessons that the teacher will teach in class and all the
practice questions for students while the small book test in BPKP only contains
questions for students.
Secondly,
BPKP designs materials in the form of lesson plans and is divided into months
similar to the chapters in MTG1_DH. In one year of study, BPKP has 10 months
and must spend 200 lesson plans. Every semester BPKP has 5 months and 100
lesson plans. So, practically 20 lesson plans for each month. While MTG1_DH
only has 7 chapters in one year. So, chapters 1 to 4 for semester one and
chapters 5 to 7 for semester two.
Thirdly,
BPKP uses practical topics related to everyday life. For example, school,
family, health, animal, village, profession, health, environment and
transportation. Meanwhile, in MTG1_DH uses theoretical topics such as Full
Numbers 0 to 20, Addition and Subtraction of Numbers, Time and Length of Unit,
Geometry, Value of place and usage, Weight and Plane Units.
Fourthly,
for assessment and evaluation, BPKP conducts affirmative tests every two weeks
or after 20 lesson plans are completed. The first semester exam is conducted
after five months and the second semester exam is conducted after ten months.
While MTG1_DH, on the other hand conducts an affirmative test at the end of
each chapter. The first semester exam is conducted after four chapters are
completed and the second semester or final exam is conducted after all seven
chapters are completed. In summary, all the lesson plans in BPKP constructed in
accordance to indigenous Papuans context and more practical topics used.
Whilst, MTG1_DH compiled all the teaching content based on urban lifestyle and
more theoretical topics employed to be applied to whole Indonesia.
Expectation
In
general, both BPKP and MTG1_DH have the same main objectives to meet the
national education goals through the application of basic and standards
competencies. In addition, students are also expected to take the final
semester exams, both formative and summative tests to determine the development
of learning particularly mathematics. BPKP specifically has two objectives.
Firstly, each lesson plan has three aspects of skills to be achieved;
cognitive, affective and psychomotor. Secondly, BPKP also aims to create
positive relationships through simple language, images, games, songs, stories
and dances that are real for students' lives (realistic mathematics). In short,
the teaching and learning steps in BPKP constructed as creative as simple in
nature which closed to students� lives in order to maintain a good relationship
between and among teachers as well as students.
Language
Language
is one of the most distinctive aspects of BPKP and MTG1_DH. For example, all
lesson plans in BPKP applies a very simple and easy level of language which is
understood by both teachers and students while MTG1_DH uses standard and
academic language to be applied in whole part of Indonesia. In addition, the
images, games, songs and stories used in BPKP are closely related to the
indigenous Papuan�s daily lives. While MTG1_DH uses examples, which are general
to be used to whole Indonesia regardless of diversities. Interestingly, BPKP
applies a system of repetition of basic things in a fun way through singing,
dancing and telling in order to strengthen students' understanding. In brief,
BPKP in each lesson plan uses a very simple level of language while MTG1_DH
applies standard and academic language to be applied to whole Indonesia.
From
the discussion above studied that the BPKP textbooks have a strong interrelated
connection with several influential learning theories and the ideal teaching
philosophy behind indigenous students. For example, BPKP textbooks applied the
Experiential Learning Theories (ELTs) from David A. Kolb (1948) (Sternberg
& Zhang, 2000). The ELT refers to two types of experiences: Concrete
Experience (CE) and Abstract Conceptualization (AC) and two dialectically
related modes of transforming experiences, Reflective Observation (RO) and
Active Experimentation (AE). The ELT is applied through four learning cycles:
diverging for generating ideas, assimilating for the wide range of information
understanding and putting them in a concise manner, converging practical
findings for ideas and theories and accommodating for learning from primarily
'hands-on' experience. These values are clearly seen in the BPKP whether in
structure, content, expectations as well as language.
The
BPKP resource textbook also has implemented several important educational
values that must exist in indigenous education. For example, maintaining
regular engagement, recognizing the role of children, understanding their
culture and having positive paradigms for children in order to maintaining and
nurturing reciprocal and meaningful relationships between indigenous children
and their parents (Colbung, Glover, & Hill, 2010). Since fathers�
involvement particularly has a significant influence on indigenous students�
literacy skills (Colbung, Glover, & Hill, 2011). Indigenous students are capable
to achieve successful education unless the learning environments are
culturally
affirmative and inclusive of their specific learning needs (Price, 2012). In
partnership with Aboriginal Children, (Colbung & Glover, 2013) highlight
there are four aspects that should be shown by teachers in teaching indigenous
students: approachability, warmth, fairness and loudness. Besides that, there
are four initiatives which should be included: bringing local and national
identity to the school, inviting the role model to school, using the volunteer
to come and share experiences and applying work experiences scheme. These
indigenous education values are obviously employed in BPKP textbooks.
Thus,
the design of this BPKP can be used as a guideline in the collection of books
specifically for the benefit of indigenous people. The right of indigenous
people to get a good education in accordance with their own culture, language
and history has been regulated in the United Nations Declaration on the Rights
of Indigenous Peoples (chap. 7 art. 15 (1) & art. 16 (1) (AHRC, 2018). It
is also stated on the Indonesia National Education System Law 20 of 2003 art. 1
point (16) and art. 55 point (1), ACDP (2014b, p. 112). So that all indigenous
people have the right to make their own learning media according to the needs
of their respective regions. For example, Inuit in Canada, Maori in New
Zealand, Aboriginal in Australia, 'Jungle School' for Indonesia in Sumatra and
BPKP for Indigenous Papuans.
CONCLUSION
This comparative study is
undertaken to explore, identify and then compare and contrast between the two
textbooks utilised in West Papua. The research is focused on the Mathematics
Textbooks for Grade 1 at the Primary School in Wamena West Papua. The textbooks
that are chosen as the object of research namely the textbooks designed by the
Wamena Christian Foundation (WCFS-2015) �The Papua Contextual Textbook: Buku
Paket Kontekstual Papua (BPKP) and the Government Published: "Matematika
Untuk SD/MI Kelas 1" (MTG1_DH) which is designed by Djaelani and Haryono
(2008). The main reason for choosing these textbooks as the object of the
research is that both textbooks used are for Mathematics focussing on grade1.
Both textbooks have the same purpose which is to fulfil the national education
goals. The main reason was to compare and contrast any difference between the
two resources and secondly to investigate why one achieved better results than
the other. The eventual result of the study revealed that the BPKP has a
significant impact on its indigenous students� literacy and numeracy skills.
Moreover, these findings are expected to provide benefits to various parties
especially to those who are directly involved in implementing the special
education for indigenous people. In particular the implementation and design of
successful resource teaching resources for the special purposes for its
indigenous students, their parents and their community. This is essential since
'One Size does not Fit All.'
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