Integrating Poster Comment Cooperative Learning with Longko’ Cultural Values to Enhance Students’ Learning Outcomes in Character Education

Erwin Bunga Sapan; Abdullah Pandang; Andi Makkasau; Syamsuddin Syamsuddin

doi:10.35445/alishlah.v17i4.8615

Integrating Poster Comment Cooperative Learning with Longko’ Cultural Values to Enhance Students’ Learning Outcomes in Character Education

Erwin Bunga Sapan, Abdullah Pandang, Andi Makkasau, Syamsuddin Syamsuddin

Abstract

Improving students' character education learning outcomes requires instructional models that are both interactive and culturally relevant. Traditional teaching methods often fail to fully engage students or reflect local cultural values. This study investigates the effectiveness of integrating the Poster Comment cooperative learning model with Longko’ cultural values to enhance students’ learning outcomes in character education. A 2×2 factorial experimental design was employed involving 100 undergraduate students from a Christian higher education institution in Indonesia. Participants were randomly assigned to four groups based on two variables: learning model (Poster Comment vs. Non-Poster Comment) and cultural integration (Longko’ vs. Non-Longko’). Learning outcomes were assessed through pre- and post-tests using validated multiple-choice and essay instruments. Data were analyzed using two-way ANOVA. The findings demonstrated significant main effects of both the learning model and cultural values on students' learning outcomes. The Poster Comment approach outperformed the Non-Poster model (𝐹(1,46) = 45.77, p < .001), and Longko’ cultural integration significantly improved scores compared to non-cultural approaches (𝐹(1,46) = 196.40, p < .001). A significant interaction effect (𝐹(1,46) = 11.79, p = .001) indicated the greatest gains occurred when Poster Comment was combined with Longko’ values. Integrating cooperative learning with indigenous cultural values fosters deeper understanding and engagement, leading to improved learning outcomes in character education. This study highlights the importance of culturally responsive pedagogy in higher education and supports the development of localized, value-driven instructional models.

Keywords

character education; cooperative learning; learning outcomes; Longko’ culture; poster comment

Full Text:

PDF

References

Agboola, A., & Tsai, K. C. (2012). Bring character education into classroom. European Journal of Educational Research, 1(2), 163–170. https://doi.org/10.12973/eu-jer.1.2.163

Akhiruddin, Khairil Ikhsan, Hasnah, Mardiah, & Nursia. (2022). Penerapan model pembelajaran kooperatif tipe jigsaw untuk meningkatkan hasil belajar siswa di sekolah. EDULEC: Education, Language and Culture Journal, 2(1), 24–38. https://doi.org/10.56314/edulec.v2i1.28

Akhiruddin, Wattimena, M., Nursida, A., Salehuddin, & Ridwan. (2022). The role of the sociology teacher in implementing character education. IJOLEH: International Journal of Education and Humanities, 1(1), 71–81. https://doi.org/10.56314/ijoleh.v1i1.38

Arkkelin, D. (2014). Using SPSS to understand research and data analysis. Psychology Curricular Materials.

Arruzza, E., & Chau, M. (2021). The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: A scoping review. Journal of Educational Evaluation for Health Professions, 18, Article 3. https://doi.org/10.3352/jeehp.2021.18.3

Asdar, Y., Jubhari, T., Natsir, T., Anggreani, V., Sasabone, L., & Kechik, T. N. B. T. (2023). Strengthening character education based on online learning for university students pasca COVID-19. IJOLEH: International Journal of Education and Humanities, 2(1), 35–42. https://doi.org/10.56314/ijoleh.v2i1.125

Aswat, H., Fitriani, B., Aminu, N., & Tayibu, K. N. (2022). Cultural management of character strengthening in the post-pandemic elementary school environment. IJOLEH: International Journal of Education and Humanities, 1(2), 108–122. https://doi.org/10.56314/ijoleh.v1i2.77

Bawan, Y., Leonardo, N. F., Salamba, E., & Melianus. (2022). Mengintegrasikan budaya Longko’ Torayan melalui praktik pendidikan berbasis kearifan lokal di sekolah. PEADA’: Jurnal Pendidikan Kristen, 5(1), 89–101. https://doi.org/10.34307/peada.v3i2.86

Brown, J. C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in K-12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching, 54(9), 1143–1173. https://doi.org/10.1002/tea.21401

Cruz, R. A., Manchanda, S., Firestone, A. R., & Rodl, J. E. (2020). An examination of teachers’ culturally responsive teaching self-efficacy. Teacher Education and Special Education, 43(3), 197–214. https://doi.org/10.1177/0888406419875194

Dale, V. H., & Kline, K. L. (2017). Interactive posters: A valuable means of enhancing communication and learning about productive paths toward sustainable bioenergy. Biofuels, Bioproducts and Biorefining, 11(2), 243–246. https://doi.org/10.1002/bbb.1753

Darlis, T. S., Fairuz, F., Lustiyantie, N., & Chaeruman, U. A. (2021). Multicultural aspects of 21st century learning using digital posters. JETL: Journal of Education, Teaching and Learning, 6(2), 169. https://doi.org/10.26737/jetl.v6i2.2548

De Diego-Lázaro, B., Winn, K., & Restrepo, M. A. (2020). Cultural competence and self-efficacy after study abroad experiences. American Journal of Speech-Language Pathology, 29(4), 1896–1909. https://doi.org/10.1044/2020_ajslp-19-00101

Ferguson-Patrick, K. (2020a). Cooperative learning in Swedish classrooms: Engagement and relationships as a focus for culturally diverse students. Education Sciences, 10(11), Article 312. https://doi.org/10.3390/educsci10110312

Ferguson-Patrick, K. (2020b). Cooperative learning in Swedish classrooms: Engagement and relationships as a focus for culturally diverse students. Education Sciences, 10(11), Article 312. https://doi.org/10.3390/educsci10110312

Ganesan, U., & Morales, A. R. (2024). A science teacher’s experiences when fostering intercultural competence among students in multilingual classrooms: A narrative study. Cultural Studies of Science Education, 19(1), 189–208. https://doi.org/10.1007/s11422-023-10206-y

Gottlieb, M., Chan, T. M., Zaver, F., & Ellaway, R. (2022). Confidence‐competence alignment and the role of self‐confidence in medical education: A conceptual review. Medical Education, 56(1), 37–47. https://doi.org/10.1111/medu.14592

Leone, E. A., & French, D. P. (2024). A mixed-methods study of a poster presentation activity, students’ science identity, and science communication self-efficacy in face-to-face teaching conditions. Journal of College Science Teaching, 53(3). https://doi.org/10.1080/0047231X.2024.2338694

MacIntosh-Murray, A. (2007). Poster presentations as a genre in knowledge communication: A case study of forms, norms, and values. Science Communication, 28(3), 347–376. https://doi.org/10.1177/1075547006298251

Newsom, L. C., Miller, S. W., & Chesson, M. (2021). Use of digital vs printed posters for teaching and learning in pharmacy education. American Journal of Pharmaceutical Education, 85(6), Article 8307. https://doi.org/10.5688/ajpe8307

Ong, M. H. A., & Puteh, F. (2017). Quantitative data analysis: Choosing between SPSS, PLS and AMOS in social science research. International Interdisciplinary Journal of Scientific Research, 3(1).

Paranoan, N., Roreng, P. P., Tandirerung, C. J., & Tandungan, E. S. (2018). Disclosing professionalism behaviour of internal auditor in preventing fraud by using the local cultural wisdom ‘Longko’ (A case study at Toraja tribe, South Sulawesi, Indonesia). KnE Social Sciences, 3(10). https://doi.org/10.18502/kss.v3i10.3462

Pratama, R. M., & Susilawati, N. (2023). Urgensi penguatan pendidikan karakter di lembaga pendidikan bagi generasi digital native. Seminar Nasional Pendidikan dan Pembelajaran Ke-6, 6.

Prichard, C., & Ferreira, D. (2014). The effects of poster presentations and class presentations on low‐proficiency learners. TESOL Journal, 5(1), 172–185. https://doi.org/10.1002/tesj.131

Rauschenbach, I., Keddis, R., & Davis, D. (2018). Poster development and presentation to improve scientific inquiry and broaden effective scientific communication skills. Journal of Microbiology & Biology Education, 19(1), 19.1.10. https://doi.org/10.1128/jmbe.v19i1.1511

Ross, A., Dlungwane, T., & Van Wyk, J. (2019a). Using poster presentation to assess large classes: A case study of a first-year undergraduate module at a South African university. BMC Medical Education, 19, Article 432. https://doi.org/10.1186/s12909-019-1863-9

Ross, A., Dlungwane, T., & Van Wyk, J. (2019b). Using poster presentation to assess large classes: A case study of a first-year undergraduate module at a South African university. BMC Medical Education, 19, Article 432. https://doi.org/10.1186/s12909-019-1863-9

DOI: https://doi.org/10.35445/alishlah.v17i4.8615