Development of Multicultural-Based Illustrated Story Books for Children

Diplan; Wahyu; Manesa

Authors

Diplan Universitas Palangka Raya
Wahyu Universitas Palangka Raya
Manesa Universitas Palangka Raya

Keywords:

multicultural; picture story book; primary school

Abstract

This study aims to develop a multicultural-based picture story book for children. The relocation of the nation's capital to the island of Kalimantan has become a stimulus for increasing population movement from various regions and increasing the diversity of Indonesian culture to Kalimantan. Understanding diversity is a must for both indigenous Kalimantan people and domestic migrants communities. The type of research used in this study is the research and development method. The development model used is the 4D model from Thiagarajan, Semmel and Semme including the definition, design, development, and dissemination stage. This study only reaches the development stage by conducting a media feasibility test through expert appraisal, student responses and teacher responses. The research subjects selected were grades 3 and 4 and teacher. Material aspects in the form of aspects of cultural representation and precision, aspects of interaction and multicultural values and aspects of presentation and suitability, media validation in the form of aspects of content and narrative, visual and design aspects, aspects of representation and diversity, aspects of education and development, student response questionnaires and teacher responses. Based on media expert validation, it got 4.91 with the category of "Very Good", material expert validation got a score of 4.87 with the category of "Very Good", the average score of the overall student response got a score of 4.7 with the category of "Very Good", while for the average score of teacher response 3.8 with the category of "Good". It can be concluded that the illustrated story book media for children is suitable for use in learning in Elementary Schools.

Downloads

Download data is not yet available.

References

Books

Al-Bar, Ibnu Abd. 2017. Al-Intiqāi Fī Fadhāil Al-Aimmah Ats-Tsalātsah Al-Fuqahā. Beirut: Dār al-Kutub al Ilmiyyah.

Hasbullah, Abu Hasan. 2012. Teknologi Makin Maju, Pemikiran Makin Mundur. Selangor: Utusan Karya.

Journal

Agbaw, Y., V. 2019. Race, religion, and citizenship in American children's literature: Critical approaches. Routledge.

Borg, W.R. and Gall, M.D. 1983. Educational Research: An Introduction. London: Longman, Inc.

Cummins, J. 2015. Intercultural education and academic achievement: a framework for school-based policies in multilingual schools. Intercultural Education, 26(6), 455-468.

Crisp, T., Knezek, S. M., Quinn, M., Bingham, G. E., Girardeau, K., & Starks, F. 2016. What's on our bookshelves? The diversity of children's literature in early childhood classroom libraries. Journal of Children's Literature, 42(2), 29-42.

Diplan, et all. 2023. Keterampilan Membaca Permulaan Pasca Pandemi Covid-19 Di Kelurahan Menteng Palangka Raya. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(3), 215-225.

Faizah, U. (2009). Keefektifan Cerita Bergambar Untuk Pendidikan Nilai dan Keterampilan Berbahasa Dalam Pembelajaran Bahasa Indonesia. Jurnal Cakrawala Pendidikan, 3(3).

Gorski, P. C. 2016. Rethinking the role of "culture" in educational equity: From cultural competence to equity literacy. Multicultural Perspectives, 18(4), 221-226.

Hefflin, B. R. 2018. Multicultural literature as a context for problem solving: Children and social justice. Journal of Research in Childhood Education, 32(2), 183-198.

Horning, K. T. 2017. Publishing statistics on children's books about people of color and First/Native Nations and by people of color and First/Native Nations authors and illustrators. Cooperative Children's Book Center.

Hsiao, C. Y., & Chang, Y. M. 2016. A study of the use of picture books by preschool educators in outlying islands of Taiwan. Journal of Education and Learning, 5(2), 103-112.

Husband, T. 2019. Using multicultural picture books to promote racial justice in urban early childhood literacy classrooms. Urban Education, 54(8), 1058-1084.

Koss, M. D. 2015. Diversity in contemporary picturebooks: A content analysis. Journal of Children's Literature, 41(1), 32-42.

Koss, M. D., & Daniel, M. C. 2018. Valuing the lives and experiences of English learners: Widening the landscape of children's literature. TESOL Journal, 9(3), 431-454.

Koss, M. D. (2015). Diversity in contemporary picturebooks: A content analysis. Journal of Children's Literature, 41(1), 32-42.

López, Fernando Bravo. 2019. “Towards a Definition of Islamophobia: Approximations of the Early Twentieth Century.” Ethnic and Racial Studies 34(4):556–573. doi: 10.1080/01419870.2010.528440

Louie, B. Y. (2016). Multicultural literature for children and young adults. The SAGE Encyclopedia of Contemporary Early Childhood Education, 873-876.

Nurgiyantoro, B., & Efendi, A. 2017. Re-actualisation of puppet characters in modern Indonesian fictions of the 21st century. 3L: Language, Linguistics, Literature, 23(2), 141-153.

Manning S., M., Rabadi-Raol, A., Robinson, D., & Perez, A. 2018. What stories do my classroom and its materials tell? Preparing early childhood teachers to engage in equitable and inclusive teaching. Young Exceptional Children, 21(4), 209-222.

Marranci, Gabriele. 2018. “Multiculturalism, Islam and the Clash of Civilisations Theory: Rethinking Islamophobia.” Culture and Religion 5(1):105–17. doi: 10.1080/0143830042000200373.

Parhan, Muhamad, Mohammad Rindu Fajar Islamy, Nurti Budiyanti, Risris Hari Nugraha, and Pandu Hyangsewu. 2020. “Responding to Islamophobia by Internalizing the Value of Islam Rahmatan Lil Alamin through Using the Media.” Islam Realitas: Journal of Islamic and Social Studies 6(2):137–149. doi: http://dx.doi.org/10.30983/islam_realitas.v6i2.3695.

Ratnasari, E. M., & Zubaidah, E. 2019. Pengaruh Penggunaan Buku Cerita Bergambar Terhadap Kemampuan Berbicara Anak. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(3), 267–275.

Sims Bishop, R. 2015. Mirrors, windows, and sliding glass doors. In J. Liang, L. Bargainer, & J. Ziemke (Eds.), Reading diversity through children's books. New York, NY: Scholastic.

Sukmadinata. 2016. Metode Penelitian Pendidikan. Rosdakarya.

Tarman, B., & Gürel, D. 2017. Awareness of social studies teacher candidates on refugees in Turkey. Journal of Social Studies Research, 41(3), 183-193.

Widoyoko, Eko Putro. (2009). Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Belajar.

Yokota, J., & Teale, W. H. 2017. Striving for international understanding through literature. The Reading Teacher, 70(5), 629-633.

Yudi Hartono, Dardi Hasyim. (2003). Pendidikan Multikultural di Sekolah. Surakarta: UPT penerbitan dan percetakan UNS.