Indigenous Knowledge-Based Education in Sanggar Alam (Salam) Yogyakarta, Indonesia
Abstract
This study explored the practices of indigenous knowledge-based education. This issue is important to examine because the effects of liberalization and globalization have changed the policy framework of the education sector. This study used qualitative methods with a case study approach. Snowball sampling was used to recruit participants, and data were collected through interviews, observations, and document analysis to understand the educational practices at Sanggar Alam (Salam) Yogyakarta, Indonesia. Salam was an ideal object of research because it has an unusual model of education, on an environmental and cultural basis. Data were interpretated based on the approach of Creswell in order to capture the natural setting. The method of Yin (2003) was applied to verify the data validity. The results of this study indicated that: 1) Salam has an unusual learning model which refers to the education principle initiated by Ki Hadjar Dewantara, that education is to liberate; this is reflected in the teacher’s role as facilitator, and in the learning process which maximizes the environment; and 2) Salam education is built by adopting research-based learning to eliminate irrelevant traditional learning models. These findings indicate that Salam has applied the principles of indigenous knowledge-based education in a concrete way, to guide students to grow without losing their roots.
Keywords: freedom education; indigenous based education; Ki Hadjar Dewantara; Sanggar Alam (Salam)
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