I Negah Eka Mertayasa, Ketut Agustini, Wahyudi Wahyudi, Ketut Andika Pradnyana, Raisalam D Angoy, Zeynep Ozsen

Preserving Local Wisdom through Subak Analogy Videos for Teaching Computer Network Concepts

Introduction

Preserving local wisdom through subak analogy videos for teaching computer network concepts. Discover how subak analogy videos effectively teach computer network concepts to vocational high school students, boosting understanding by connecting local wisdom with technology.

Abstract

This study aims to identify the usefulness of subak analogy videos for learning computer network concepts and to analyze the effectiveness of their use based on students' experiences and understanding. This study uses a qualitative approach with a naturalistic type. Data were collected through observation, in-depth interviews, and documentation of 43 vocational high school students studying computer network concepts. Data analysis was carried out using the Miles and Huberman model, which includes data reduction, data presentation, and concluding. The study results showed that subak analogy videos were beneficial for students in understanding computer network concepts. Students expressed that subak analogies provide a concrete picture of data flow in computer networks, making them easier to understand than conventional approaches. In addition, data analysis showed increased student understanding, as demonstrated by their reflections in discussions and problem-solving based on computer network concepts. These findings indicate that using subak analogy videos can be an effective learning strategy in improving students' understanding of computer network concepts.

Review

This study presents an intriguing and culturally resonant approach to teaching complex computer network concepts by leveraging the local wisdom embedded in Subak analogy videos. The core premise, connecting the familiar and tangible processes of the Balinese Subak irrigation system to the abstract flow of data in computer networks, offers a potentially highly effective pedagogical tool. The authors aim to explore the usefulness and effectiveness of this method, which is a commendable objective, especially given the challenges students often face with technical abstraction. This interdisciplinary approach holds significant promise for enhancing student engagement and comprehension by grounding new information in a relevant and familiar cultural context. The methodology employed is a qualitative, naturalistic approach, which is appropriate for delving into student experiences and perceptions. Data collection through observation, in-depth interviews, and documentation from 43 vocational high school students provides a rich qualitative dataset, analyzed using the established Miles and Huberman model. The abstract reports positive findings, indicating that students found the Subak analogies beneficial, providing a "concrete picture of data flow" and making concepts "easier to understand." Furthermore, it suggests an "increased student understanding," demonstrated through reflections and problem-solving. While these qualitative insights strongly support the *usefulness* and *perceived benefit* of the videos, the claim of *increased understanding* would benefit from more explicit elaboration on how this "increase" was qualitatively measured and triangulated beyond student reflections, given the naturalistic study design. Overall, the study's strength lies in its innovative and culturally sensitive approach to pedagogy, offering valuable insights into how local wisdom can be harnessed for modern technical education. The findings strongly suggest that Subak analogy videos are an engaging and perceptually effective tool for students. However, to solidify claims of *effectiveness* in terms of measurable learning outcomes and generalizability, future research could consider incorporating quantitative measures, such as pre- and post-tests, and potentially a comparative group study against conventional teaching methods. Nonetheless, this work lays a significant foundation, demonstrating the potential of culturally contextualized learning materials to demystify complex subjects and improve educational experiences for students.

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