Feerlie Moonthana Indhra, Muhammad Anshori, Michael Escaros Mananghaya, Ei Phyu Chaw

Revitalization of Palabe Bungo in Character Education and Early Childhood Communication Development through an Ethnopedagogical Approach

Introduction

Revitalization of palabe bungo in character education and early childhood communication development through an ethnopedagogical approach. Explore Palabe Bungo's role in early childhood character education and communication development through an ethnopedagogical approach. It fosters values like honesty, cooperation, and verbal skills.

Abstract

This study aims to explore the role of palabe bungo in character education and the development of early childhood communication skills through an ethnopedagogical approach. Using a naturalistic qualitative method, this study was conducted in the context of the Bungo community with a direct observation approach, in-depth interviews, and documentation of Palabe practices in early childhood education environments. The data collected were in the form of oral narratives, social interactions, and children's verbal and non-verbal expressions when participating in the delivery of Palabe. The results of the study indicate that Palabe Bungo plays a role as a means of internalizing character values such as honesty, cooperation, tolerance, and respect for others through interactive and contextual storytelling. In addition, Palabe also contributes to developing children's communication skills by encouraging active participation in conversations, enriching vocabulary, and training the ability to listen and express ideas verbally. This study recommends the integration of Palabe in the early childhood education curriculum as an effort to preserve local culture as well as an effective learning strategy in strengthening children's character and communication from an early age.

Review

This study presents a highly relevant and innovative exploration into the revitalization of Palabe Bungo, effectively connecting a unique cultural practice with critical aspects of early childhood development. The chosen ethnopedagogical approach is particularly commendable, offering a culturally grounded lens to understand how indigenous practices can contribute to character education and communication skills. The clear objectives, coupled with a robust naturalistic qualitative methodology encompassing direct observation, in-depth interviews, and documentation within the Bungo community, promise a rich and contextualized understanding of this educational intervention. The abstract effectively positions Palabe not merely as a cultural artifact, but as a dynamic and potent educational tool. The findings convincingly demonstrate Palabe Bungo's dual role as a vehicle for cultural transmission and a powerful pedagogical strategy. The research highlights its effectiveness in internalizing core character values such as honesty, cooperation, tolerance, and respect through interactive and context-rich storytelling, which is crucial for holistic child development. Furthermore, the study elucidates Palabe's significant contribution to developing early childhood communication skills, fostering active participation in conversations, enriching vocabulary, and honing listening and verbal expression abilities. The practical recommendation for integrating Palabe into early childhood education curricula is a forward-thinking suggestion that simultaneously serves local culture preservation and enhances early learning outcomes. While the abstract strongly outlines the observed effects and the "that" Palabe is effective, a deeper exploration in the full paper into the specific "how" these effects are achieved would be highly beneficial. For instance, detailing the particular narrative structures, interactive elements, or community engagement aspects inherent in Palabe practices that drive character internalization and communication development could further strengthen the theoretical and practical contributions. Future research could also consider comparative studies with other traditional storytelling forms or longitudinal analyses to track the long-term impact of such cultural integration. Nevertheless, this study makes a valuable contribution to the fields of early childhood education, cultural preservation, and ethnopedagogy, offering a compelling case for leveraging indigenous practices in contemporary learning environments.

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