EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol.
6, 2 (December, 2.
, pp.
ISSN: 2721-1150.
EISSN: 2721-1169.
DOI: 10.
62775/edukasia.
Inclusive Education and Papuan Literature for Diversity and Equality Adi Iwan Hermawan1.
Maman Suryaman2.
Kastam Syamsi3.
Ismail Marzuki5.
Ho Ngoc Hieu6 Universitas Negeri Yogyakarta.
Indonesia.
2023@student.
Universitas Negeri Yogyakarta.
Indonesia.
maman_suryaman@uny.
Universitas Negeri Yogyakarta.
Indonesia.
kastam@uny.
Universitas Pendidikan Muhammadiyah Sorong.
Indonesia.
ismailmarzuki@unimudasorong.
University of Social Sciences and Humanities.
Vietnam National University Ho Chi Minh City.
Vietnam.
hohieudph@hcmussh.
ARTICLE INFO
Keywords:
Inclusive education.
Papuan literature.
literacy learning.
teaching materials.
3T regions Article history:
Received 2025-06-14
Revised 2025-08-20
Accepted 2025-10-21
ABSTRACT
This study, titled Inclusive Education and Papuan Literature for Diversity and Equality, aims to develop inclusive education teaching materials grounded in Papuan literary culture to foster values of equality and diversity in the educational context of Eastern Indonesia.
Using a research and development (R&D) approach, the study adopts PlompAos model, consisting of five systematic phases: initial investigation, design, realization, testevaluation-revision, and implementation.
The research was conducted at SMP Negeri 1 Sorong Regency, involving 21 Grade VII students.
Data were gathered through expert validationAi covering content, media, and language aspectsAiand teacher feedback on the practicality of the materials.
The effectiveness test revealed an improvement in student learning outcomes, with a gain score of 0.
46, categorized as moderate .
3Ae0.
Theoretically, this study contributes to the integration of local cultural narratives into inclusive literacy instruction, strengthening frameworks of multicultural and place-based Its novelty lies in leveraging the literary richness of Papua to develop adaptive, inclusive literacy materials.
Practically, the resulting product serves as a validated, practical, and effective model applicable in 3T .
rontier, outermost, and disadvantage.
regions, promoting students' cultural identity, tolerance, and active engagement in learning.
This is an open access article under the CC BY-NC-SA license.
Corresponding Author:
Adi Iwan Hermawan Universitas Negeri Yogyakarta.
Indonesia.
2023@student.
INTRODUCTION
Low literacy education has been a persistent concern in Indonesia over the past decade.
According to data from the Education and Culture Policy Research Center (Solihin et.
, 2.
(Sinar et al.
, 2.
Southwest Papua ProvinceAipreviously part of West PapuaAiranks the lowest in national literacy https://jurnaledukasia.
EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 903-914 904 of 914 Papua recorded a literacy activity level of only 19.
90, categorized as very low .
ange 0Ae .
, while Southwest Papua scored 28.
25, still within the low category .
01Ae40.
These figures reflect severe disparities in educational access, especially in IndonesiaAos eastern 3T regions .
erdepan, terluar, tertingga.
, and align with the regionAos low Human Development Index (HDI), which was recorded at 65.
09Aiwell below the national averageAisignaling a direct link between poor literacy performance and low human development (Badan Pusat Statistik, 2.
(Novembli & Hasanah, 2.
(Wijaya et al.
, 2.
Field data collected through interviews with school stakeholders at SMP Negeri 1 Sorong, located in one such 3T region, further support these findings.
The data reveal five key challenges: .
Low student interest in literacy activities, .
Lack of fun and child-friendly reading materials, .
Monotonous and unengaging teaching methods, .
Inadequate alignment of teaching materials with students' cognitive development, and .
Underdeveloped writing culture in the school environment.
These problems are echoed in the findings of (Novembli & Hasanah, 2.
(Calafato, (Risamasu & Pieter, 2.
(Austrus et al.
, 2.
who argue that sustainable literacy development is shaped by two interrelated dimensions: alternatives .
vailability of appropriate teaching materials and method.
and culture .
he lived tradition of reading and writing in a communit.
Where either is absent, literacy efforts often fail.
To address these challenges, the present study introduces inclusive and culturally grounded literacy teaching materials based on Papuan local literature.
This development is not merely an adaptation of ethnopedagogy, which typically emphasizes cultural content, but a pedagogical innovation that integrates inclusive principles equality, diversity, accessibility-with local narrative forms.
The teaching materials are designed to be developmentally appropriate, contextsensitive, and literacy-skill enhancing, while also instilling awareness of cultural identity and social justice (Pahar Harahap et al.
, 2.
(Rachmajanti et al.
, 2.
(Gunardi et al.
, 2.
While previous ethnopedagogic studies have explored the integration of local culture in curricula, most remain limited to knowledge transmission or cultural preservation.
This study extends that scope by positioning Papuan literature as both a literacy tool and a medium for inclusive citizenship The novelty lies in the synthesis of inclusive literacy, literary learning, and cultural affirmation, tailored specifically for students in remote and marginalized contexts (Sihombing et al.
(Nababan, 2.
(Kristiono et al.
, 2.
Supporting literature underscores the role of literature in fostering empathy, character, and multicultural understanding(Khalim & Parut, 2.
(Karimi & Poirier, 2.
(N.
Kim, 2.
(Hidayati & Nihayah, 2.
(Quah et al.
, 2.
Describe literature as a reflection of human social interaction, while (Ermiana et al.
, 2.
(Ofianto et al.
, 2.
highlight its capacity to transmit moral and spiritual When grounded in local narratives, as in Papuan oral and written traditions, literature becomes a window into indigenous wisdom and communal identity, which are vital for shaping studentsAo character and national belonging.
This approach aligns with the spirit of the Merdeka Curriculum, which promotes differentiated, contextual, and humanist education.
Through inclusive literacy rooted in Papuan culture, the goal is not only to enhance reading and writing proficiency but also to cultivate values of tolerance, equality, and diversityAikey pillars of a democratic and pluralistic society (Shafina & Mukhlis, 2.
(Rachmajanti et al.
, 2.
(Novembli & Hasanah, 2.
(Sumargono et al.
, 2.
(Nugroho, 2.
Therefore, the final output of this studyAia set of Papuan-culture-based inclusive literacy materialsAiis not only valid, practical, and effective in improving studentsAo understanding of explanatory texts but also a strategic educational innovation to address literacy inequality in IndonesiaAos eastern periphery.
METHODS
This study employed a research and development (R&D) method by adapting the Plomp development model (Torang Siregar, 2.
(Atmazaki et al.
, 2.
(Pahar Harahap et al.
, 2.
(Lase et al.
, 2.
(Yusuf et al.
, 2.
This model is considered flexible, systematic, and relevant for Adi Iwan Hermawan.
Maman Suryaman.
Kastam Syamsi.
Ismail Marzuki.
Ho Ngoc Hieu / Inclusive Education and Papuan Literature for Diversity and Equality EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 903-914 905 of 914 developing educational products based on real-world classroom needs.
The Plomp model consists of five main phases: .
preliminary investigation, .
design, .
realization/construction, .
test, evaluation, and revision, and .
Each phase was carried out to produce teaching materials that are valid, practical, and effective in the context of inclusive and culture-based literary Preliminary Investigation Phase At this stage, the researchers conducted a needs analysis and gathered empirical data on the state of literary literacy among Grade VII students at SMP Negeri 1.
Sorong RegencyAia school located in a 3T .
nderdeveloped, frontier, outermos.
region in Southwest Papua.
Data collection techniques included: Interviews with teachers and the school principal.
Classroom observations, and Document analysis of the curriculum and available learning resources.
This phase focused on identifying literacy barriers, local cultural potential, and student needs for contextual and inclusive teaching materials.
Design Phase Based on the findings from the preliminary investigation, the researchers designed a prototype of literary literacy teaching materials integrated with Papuan local culture, particularly in the teaching of expository texts.
The materials were designed to promote active participation, inclusiveness, and values of cultural diversity and humanity through local literary content.
Realization/Construction Phase During this stage, the teaching materials were developed systematically based on the design Content was constructed using a child-friendly approach, grounded in local culture, and tailored to studentsAo cognitive development levels.
The researchers also paid careful attention to visual layout, language use, and interactive strategies that matched the studentsAo socio-cultural context.
Test.
Evaluation, and Revision Phase This phase involved expert validation of the developed teaching materials.
Validation was carried out by three independent experts in the fields of Indonesian language education, children's literature, and inclusive elementary education.
The validation instruments assessed four dimensions: Content accuracy.
Language appropriateness.
Presentation quality, and Integration of cultural and inclusive Validation instruments used a Likert scale .
Ae.
and were subject to content validity checks through expert judgment.
To assess instrument reliability, inter-rater agreement was calculated among the validators, yielding a coefficient above 0.
80, indicating high reliability.
Implementation Phase The final phase involved limited-scale implementation with 21 Grade VII students at SMP Negeri 1 Sorong Regency.
The sample was selected using a purposive sampling technique, considering the representativeness of the 3T region, teacher readiness, and school support.
The effectiveness of the teaching materials was assessed through: Pretest and posttest on studentsAo ability to comprehend and write expository texts.
Gain score calculation to measure learning improvement, and Classroom observations and interviews with students and teachers to evaluate engagement and learning impact.
The learning outcome tests were developed based on curriculum-based indicators and underwent construct validity checks.
Reliability testing using CronbachAos Alpha resulted in a coefficient of Ou 0.
indicating high internal consistency.
Adi Iwan Hermawan.
Maman Suryaman.
Kastam Syamsi.
Ismail Marzuki.
Ho Ngoc Hieu / Inclusive Education and Papuan Literature for Diversity and Equality EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 903-914
906 of 914
FINDINGS AND DISCUSSION
Findings The Inclusive education and papuan literature for diversity and equality was carried out in 5 stages, namely: stage 1 of the initial investigation of the needs of inclusive teaching materials, stage 2 of the design process, .
realization / development, .
test, evaluation, and .
The initial investigation of the needs of inclusive teaching materials The results of interviews with VII grade teachers of SMP Negeri 1 Sorong Regency, show that the needs of teaching materials in learning explanatory texts are still incomplete and varied.
The results of the interview regarding the need for teaching materials can be presented below.
Tabel 1.
Lembar angket analisis kebutuhan bahan ajar inklusif Indicator Score Teaching materials are educational images that are in accordance with the Creative teaching materials Teaching equipped with interesting animated images Teaching equipped with learning Teaching materials that use Papuan culture Score Average Category of need level Urgently needed These results show that the average percentage reaches 84% what when interpreted in accordance with table 1 in the category of great need.
The results of filling out the needs analysis questionnaire are also supported by suggestions and comments from students.
Suggestions and comments from students regarding teaching materials are described in Table 2.
The results of suggestions and comments from students are also a consideration for determining the development of teaching materials that must be Table 2: Learner suggestions and comments regarding the development of teaching material needs Comments and Suggestions Teaching materials should make pictures of nature and culture of Papua Teaching materials are equipped with language that is easy to understand Teaching materials are equipped with activity instructions Teaching materials are equipped with interesting illustrations Teaching materials are equipped with questions that are easy to understand Adi Iwan Hermawan.
Maman Suryaman.
Kastam Syamsi.
Ismail Marzuki.
Ho Ngoc Hieu / Inclusive Education and Papuan Literature for Diversity and Equality EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 903-914 907 of 914 Observation results obtained data on learning activities ranging from introduction to closing The preliminary activities carried out by seventh grade students are almost the same as those carried out by junior high schools in other 3 T areas.
Teachers apply more activities such as assignments in core activities.
In the final activity, students make many summaries and assignments.
The use of teaching materials is still dominated by the use of teacher books.
In addition, teachers do not make learning media to support the learning process in the classroom.
The findings obtained from the observation include the following.
students look uncomfortable with conventional learning used by teachers, .
there is no variety of learning media used in the classroom.
Table 3.
Learning Observation Results Aspects assessed Description Implementation Situation Classroom Students were enthusiastic at the beginning of the lesson.
In the middle, the students were difficult to start not conducive, but several times the teacher reminded and refocused the students' attention.
Learning Process Introduction Activity Core Activities Final Activity Teaching during the learning Notes on findings during learning The activity begins with prayer and singing the national song from sabang to merauke.
Students are also asked to tidy up and sit according to the attendance number.
The teacher conveys apperception, learning objectives, and topics.
Learners conduct learning activities based on the Bahasa Indonesia package book.
Learners begin to take notes on the learning that the teacher writes on the paper.
Then the teacher explains the material and gives assignments using the quiz method.
Learners work and the teacher provides evaluation related to the quiz given by the teacher.
Learners make a summary and homework assignments and convey the next activity.
Learners pray and the teacher gives closing Teachers only utilize the teacher's packet book on the subject of expalanation text and assignments at the end of the lesson.
Students are less comfortable with the conventional learning methods that teachers apply, and there is no variety of learning media in learning The results of the documentation that has been carried out by researchers to see the physical condition of the classroom, and facilities and infrastructure to support learning in the explanatory text in the classroom.
The aspects observed in this documentation process are about classroom conditions, and learning tools used by teachers in the learning process.
Adi Iwan Hermawan.
Maman Suryaman.
Kastam Syamsi.
Ismail Marzuki.
Ho Ngoc Hieu / Inclusive Education and Papuan Literature for Diversity and Equality EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 903-914 908 of 914 Tabel 4.
Documentation results of facilities and infrastructure supporting learning in the Aspects observed Classroom Condition Learning Devices Photo Documentation Design Phase In this phase, the activity carried out is to design inclusive teaching materials with Papuan literary The module design was developed based on the standards for preparing teaching materials in the Merdeka Curriculum and the results of the needs analysis in the preliminary research phase.
The design process adopts various design applications such as Canva.
Adobe Illustrator, and Pinterest to produce an attractive and child-friendly visual appearance.
Bright primary colors are chosen to be easily recognizable and preferred by learners.
In the visual design, typical images of Papuan culture are displayed, such as traditional clothing, traditional houses, and endemic flora and fauna to reinforce the locality element.
The cover of the teaching material includes important information such as title, class, material, author's name, and education level, as well as the author's identity in full.
In addition, the module is also equipped with a preface, author's preface, table of contents, and list of images to provide a systematic structure.
The main content of teaching materials includes lesson plans (RPP), teaching materials, evaluations, assessments, and learner worksheets (LKPD).
The materials are developed in three important topics, namely the introduction of literary literacy, understanding explanatory texts, and linguistic and literary rules in explanatory texts.
The uniqueness of this teaching material lies in the integration of regional literary elements displayed through folklore from the Southwest Papua This strengthening of local content aims to foster students' love for regional culture and strengthen national identity.
Therefore, this teaching material design is expected to be an effective literacy media as well as a means to promote equality and diversity in Eastern Indonesia.
After making the module design, the next step is to validate it by asking for an assessment from experts to determine the feasibility and suggestions for module improvement.
The expert assessment was conducted by 2 lecturers of Muhammadiyah University of Education Sorong and one Head of SMP Negeri 1 Kab.
Sorong.
The names of the validators and the expert assessment instrument Adi Iwan Hermawan.
Maman Suryaman.
Kastam Syamsi.
Ismail Marzuki.
Ho Ngoc Hieu / Inclusive Education and Papuan Literature for Diversity and Equality EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 903-914 909 of 914 Table 5 Language expert validation Aspects Average Score Category Straightforward Communicative Dialogical and Interactive Compatibility Language Suitability Average score results Valid Very Valid Valid Very Valid Very Valid Very Valid Based on the data analysis that has been carried out on each indicator item in the linguist validation questionnaire, it shows that the straightforward aspect is 83%, the communicative aspect is 87%, dialogical and inetractive is 75%, in accordance with the development of students is 100%, and the suitability of language is 100% with an average percentage score of 89%, indicating that this teaching material is very valid in the language aspect.
Table 6 Material experts Aspects Average Score Category Learning Format Content Content Feasibility Average Percentage Score Results Very Valid Very Valid Very Valid Very Valid Based on the analysis of each indicator item in the Teaching Material expert validation questionnaire, it shows that the feasibility of the learning format, the accuracy of the material content, and the feasibility of the content of the percentage are 96%, this shows that the teaching material for literary literacy with Papuan culture is said to be very valid in the content of the material.
Table 7 Teaching material expert Aspects General Aspects Content Appropriateness Aspect Supporting aspects Average Percentage Score Results Average Score Category Very Valid Very Valid Very Valid Very Valid Based on the analysis of each indicator item in the material expert validation questionnaire, it shows that the feasibility of general aspects, feasibility of content, and feasibility of supporting 95%.
Adi Iwan Hermawan.
Maman Suryaman.
Kastam Syamsi.
Ismail Marzuki.
Ho Ngoc Hieu / Inclusive Education and Papuan Literature for Diversity and Equality EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 903-914 910 of 914 this shows that the Papuan culturally charged literacy teaching materials are said to be very valid in their teaching materials.
Development Phase At this stage, implementation is carried out to determine the students' response to teaching materials using a student response questionnaire.
The questionnaire uses a Likert scale with a scale of 1 for Auvery invalidAy to 4 for Auvery validAy.
There are 2 aspects assessed in the questionnaire, namely the appearance and benefits of teaching materials with a total of 9 questions.
The implementation of module teaching materials was carried out to 21 seventh grade students at SMP Negeri 1 Sorong Regency.
The results of the analysis of students' responses can be seen in the table below:
Table 8 Student Response Aspects Average Score Category Visual Benefits of Teaching Materials Average Percentage Score Results Very Practical Very Practical Very Practical Based on the results of students' responses in Table 8, the overall assessment results from two aspects were obtained with a percentage of 90%.
This shows that the teaching materials developed are included in the very valid criteria.
The aspect of the benefits of teaching materials is the aspect with the highest percentage value of 93%.
The average percentage result of the score of 92% is very practical.
Table 9 Teacher Response Aspects Visual Benefits of Teaching Materials Average Percentage Score Results Average Category Very Practical Very Practical Very Practical Based on the results of students' responses in Table 9, the overall assessment results from two aspects were obtained with a percentage of 83%.
This shows that the teaching materials developed are included in the very valid criteria.
The aspect of the benefits of teaching materials is the aspect with the highest percentage value of 90%.
The average percentage result of the score of 87% is very practical.
The implementation phase of Inclusive Teaching Materials Containing Papuan Literary Culture The cognitive learning outcomes of students were measured using pretest and post tests in the form of questions.
The data analysis used was n-gain.
The average value of student learning outcomes is presented in the following table:
Mean pretest results for students Average Interpretation of NGain Pretest Posttest N-gain Average Interpretation of N-Gain Medium Adi Iwan Hermawan.
Maman Suryaman.
Kastam Syamsi.
Ismail Marzuki.
Ho Ngoc Hieu / Inclusive Education and Papuan Literature for Diversity and Equality EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 903-914 911 of 914 Based on the table, it can be seen that the gain score value for students' cognitive learning outcomes 46, including in the moderate category, which is in the range of 0.
3 - 0.
The results of the effectiveness test of Papuan Culturally Charged Literacy Teaching Materials were measured using pre tests and post tests on students and then analyzed to find the average, gain, and N-gain.
The results of the effectiveness test of teaching materials are measured using the results of pre and post tests on students and then analyzed to find the average, gain, and N-gain.
Based on the results of the study, it can be seen that the gain score value for all learning outcome indicators is 0.
46, which is included in the moderate category, namely in the range of 0.
3 - 0.
Discussion The findings of this study demonstrate the practical benefits of integrating Papuan cultural elements into inclusive teaching materials, especially in promoting equitable literacy learning in the frontier, outermost, and disadvantaged .
T) regions of Eastern Indonesia.
However, beyond its practical utility, the study also offers significant theoretical contributions to the fields of inclusive literacy and pedagogical curriculum development.
Theoretically, this study expands the framework of inclusive literacy by showing that contextualized local literature such as Papuan folktales is not only a medium for language learning but also a channel for character education and socio-cultural empathy.
This supports (Suhartawan & Yektiningtyas, 2.
(Nelci et al.
, 2.
(Walton, 2.
(Dharma et al.
, 2.
view that pedagogical integration is essential for bridging local wisdom with modern education.
The teaching materials developed in this research demonstrate that local content can serve as a constructivist learning medium, where students actively engage with culturally resonant material.
In addition, the instructional design, adapted from PlompAos model, aligns with multimodal literacy theory, which posits that literacy development extends beyond textual comprehension to include visual, spatial, and cultural elements (Fiharsono et al.
, 2.
(IstiqAofaroh et al.
, 2.
(Huda et al.
, 2.
(Al Farisi et al.
, 2.
The inclusion of Papuan iconography, traditional architecture, and cultural symbols in the visual design of the materials enhanced studentsAo cognitive engagement by presenting familiar representationsAithus reducing cognitive load and increasing affective attachment to the content.
The moderate gain score (N-gain = 0.
also indicates a significant improvement in studentsAo cognitive outcomes, reinforcing Vygotsky.
sociocultural theory that learning is optimized when mediated by culturally relevant tools.
This aligns with findings by(Koeswanti, 2.
(Sumargono et al.
, 2.
,(S.
Kim et al.
, 2.
(Obojska & Vaiouli, 2.
who emphasize that locally contextualized materials improve studentsAo motivation and comprehension due to stronger cultural The inclusion of Papuan folktales and local values also reflects the principles of James A.
BanksAo theory of multicultural education, which advocates for curriculum transformation through the representation of marginalized voices (Cathrin & Wikandaru, 2.
(Azhari et al.
, 2.
foregrounding Indigenous narratives, the teaching materials developed in this study contribute to the construction of a pluralistic national identity, while challenging the dominance of Javanese or Westerncentric narratives in the national literacy curriculum.
Thus, the theoretical implication of this study lies in strengthening the epistemological foundation of inclusive literacy by embedding local cultural epistemes into learning resources.
This not only supports equitable access to education but also empowers learners through cultural affirmation, contributing to long-term educational justice in IndonesiaAos peripheral regions CONCLUSION The overall research results show that the developed Papuan culturally charged literacy teaching materials are highly valid, practical, and effective for use in learning.
Validation from language and material experts shows that these teaching materials meet the eligibility criteria, both in terms of language, content, and learning format, with an average linguist validation score of 89% and material expert validation of 96%, both of which are included in the very valid category.
In addition, the Adi Iwan Hermawan.
Maman Suryaman.
Kastam Syamsi.
Ismail Marzuki.
Ho Ngoc Hieu / Inclusive Education and Papuan Literature for Diversity and Equality EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 903-914 912 of 914 effectiveness test conducted through pretest and posttest proved that this teaching material was able to improve students' cognitive learning outcomes, with an n-gain value of 0.
46, which is included in the medium category.
The positive response from students is also reflected in the average response score of 92% which is included in the very practical category, while the response from teachers shows an average score of 87%, which is also included in the very practical category.
With these values, it can be concluded that this teaching material not only supports the improvement of learning outcomes, but is also able to introduce and preserve local culture through an interactive and fun learning approach.
In general, this product of Papuan culturally charged literacy teaching materials can be an alternative solution to improve the quality of learning, especially in Papua and surrounding areas.
REFERENCES