Strategi Guru Dalam Meningkatkan Pembelajaran Berbasis Etnopedagodi Pada Pelestarian Aksara Sunda

Abstract

This study describes teachers' strategies in implementing ethnopedagogy to preserve Sundanese script in elementary schools, and identifies the accompanying obstacles and solutions. The research was motivated by the declining interest and ability of the younger generation in reading and writing Sundanese script, which risks the loss of this cultural heritage. Using a qualitative approach, data were collected via participatory observation, interviews, and documentation involving teachers and students at Alam Qurani Elementary School. Data analysis followed the Miles & Huberman model. The results show that Sundanese script learning at the school combines lecture methods, Q&A sessions, writing practice, and cultural value integration through Sundanese folktales. The main obstacles were limited learning media and students' difficulty distinguishing certain letter forms. Teachers addressed these by creating simple worksheets, providing repeated exercises, and giving concrete examples. These findings align with Vygotsky's constructivism theory and ethnopedagogy principles, emphasizing context-based learning. The study's implications include strengthening the teacher's role as a cultural facilitator and developing learning media based on local resources.