Teaching Local Wisdom through Oral Literature: Insights from Teachers’ Beliefs and Practices on Minangkabau Petatah-Petitih
Keywords:
Character Education, Culturally Responsive Pedagogy, Minangkabau Oral Tradition, Petatah-Petitih, Teachers’ Beliefs
Abstract
This study investigates the teaching of local wisdom through oral literature by examining Minangkabau petatah-petitih (traditional proverbs) in relation to teachers’ beliefs and classroom practices. Indonesian literary education often prioritizes national and canonical texts while giving limited attention to local oral traditions that embody moral, cultural, and philosophical values. Using a qualitative case study approach at MAN 3 Batusangkar, West Sumatra, the research involved Indonesian language teachers and Grade XI students. Data were gathered through in-depth interviews, classroom observations, and analysis of instructional documents, and were analyzed thematically to identify patterns of belief, practice, and tension. Findings show that teachers value petatah-petitih as a pedagogical resource for fostering character education and cultural awareness, but face structural constraints from a nationally oriented curriculum that provides little space for local oral traditions. While some teachers integrate petatah-petitih into classroom activities, discrepancies often arise between their beliefs and instructional realities. The novelty of this study lies in shifting the discourse on petatah-petitih from cultural and textual analysis toward its application as a living educational resource. The research highlights the potential of oral traditions as tools for critical literacy, cultural identity reinforcement, and pedagogical innovation, underscoring the need for culturally responsive curricula and teacher training.
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References
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Handoko, H., Kaur, S., & Su Kia, L. (2024). Cultivating Sustainability: A Cultural Linguistic Study of Minangkabau Environmental Proverbs. Jurnal Arbitrer, 11(1), 72–84. https://doi.org/10.25077/ar.11.1.72-84.2024
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Hasibuan, H., Daulay, M. R., & Masuwd, M. (2022). Philosophical Texts: Character Education for Minangkabau Women. Al-Ta Lim Journal, 29(2), 164–173. https://doi.org/10.15548/jt.v29i2.733
Hutchison, L., & McAlister-Shields, L. (2020). Culturally Responsive Teaching: Its Application in Higher Education Environments. Education Sciences, 10(5), 124. https://doi.org/10.3390/educsci10050124
Intiana, S. R. H., Prihartini, A. A., Handayani, F., Mar’i, M., & Faridi, K. (2023). Independent Curriculum and the Indonesian Language Education throughout the Era of Society 5.0: A Literature Review. AL-ISHLAH: Jurnal Pendidikan, 15(1), 911–921. https://doi.org/10.35445/alishlah.v15i1.3140
Ismar, M. P., Purenti S. S., P. M., & Syahrial. (2023). Minangkabau Silek Harimau: Evolving Oral Traditions, Performance, and Choreography. In Trajectories of Memory (pp. 77–95). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-1995-6_5
Kholiq, M. N., Puspanita, D. A., & Thalib, P. (2022). Copyright Protection of Art Containing Nudist Elements Under Positive Law In Indonesia. Law and Justice, 6(2), 161–173. https://doi.org/10.23917/laj.v6i2.17480
Kodithuwakku, S. S. (2022). Qualitative Methods for Policy Analysis: Case Study Research Strategy BT - Agricultural Policy Analysis: Concepts and Tools for Emerging Economies (J. Weerahewa & A. Jacque (eds.); pp. 179–193). Springer Singapore. https://doi.org/10.1007/978-981-16-3284-6_7
Kondo, Chelda Smith. (2022). Walking the Talk: Employing Culturally Relevant Pedagogy in Teacher Education. Teachers College Record, 124(4), 65–94. https://doi.org/10.1177/01614681221096797
Kumi‐Yeboah, A., & Amponsah, S. (2023). An exploratory study of instructors’ perceptions on inclusion of culturally responsive pedagogy in online education. British Journal of Educational Technology, 54(4), 878–897. https://doi.org/10.1111/bjet.13299
Ladson-Billings, G. (2021). Three Decades of Culturally Relevant, Responsive, & Sustaining Pedagogy: What Lies Ahead? The Educational Forum, 85(4), 351–354. https://doi.org/10.1080/00131725.2021.1957632
Lee, A. J., Harrell, M., Villarreal, M., & White, D. (2020). The Value of Teaching Critical Race Theory in Prison Spaces: Centering Students’ Voices in Pedagogy. Humanities, 9(2), 41. https://doi.org/10.3390/h9020041
Lewis, C. M. (2019). A Case Study of Qualitative Methods. In The Cambridge Handbook of Computing Education Research (pp. 875–894). Cambridge University Press. https://doi.org/10.1017/9781108654555.032
Mäder, M.-T. (2023). Promising images of love: a qualitative-ethnographic study about the mediatised memories of weddings. Open Research Europe, 3(12), 198. https://doi.org/10.12688/openreseurope.16521.1
Maher, L., & Dertadian, G. (2018). Qualitative research. Addiction, 113(1), 167–172. https://doi.org/10.1111/add.13931
McCarty, T. L., & Brayboy, B. M. J. (2021). Culturally Responsive, Sustaining, and Revitalizing Pedagogies: Perspectives from Native American Education. The Educational Forum, 85(4), 429–443. https://doi.org/10.1080/00131725.2021.1957642
Mochlasin, M., & Budiharjo, B. (2024). Islamic Work Ethics, Local Wisdom, and Spirit of Capitalism: Insight from a Perantau Minangkabau. Indonesian Journal of Islam and Muslim Societies, 14(2), 289–318. https://doi.org/10.18326/ijims.v14i2.289-318
Moeis, I., Febriani, R., Sandra, I., & Pabbajah, M. (2022). Intercultural values in local wisdom: A global treasure of Minangkabau ethnic in Indonesia. Cogent Arts & Humanities, 9(1), 2116841. https://doi.org/10.1080/23311983.2022.2116841
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Published
2025-02-25
How to Cite
Pratama, R. H., & Yandra, A. (2025). Teaching Local Wisdom through Oral Literature: Insights from Teachers’ Beliefs and Practices on Minangkabau Petatah-Petitih. Jurnal Tahuri, 22(1), 34-51. https://doi.org/10.30598/tahurivol22issue1page34-51
Section
Articles
Copyright (c) 2025 Rizki Haryadi Pratama, Afikah Yandra
This work is licensed under a Creative Commons Attribution 4.0 International License.
