PRELIMINARY STUDY OF ETHNOPEDAGOGY-BASED LEARNING FOR MARITIME CULTURAL LITERACY IN EARLY CHILDHOOD Ifat Fatimah Zahro1*, Hapidin 2, Tjipto Sumadi 3
Universitas Negeri Jakarta
Abstract
This study aims to explore preliminary findings for developing an ethnopedagogy-based learning model to promote maritime cultural literacy in early childhood. The study is grounded in the importance of integrating local wisdom into learning processes to strengthen children^s cultural identity and contextual understanding. Maritime culture, as a significant part of local identity, has not been optimally integrated into early childhood learning practices. This study employs a qualitative descriptive design as part of a preliminary study. Data were collected through interviews, observations, and document analysis involving early childhood teachers and relevant stakeholders. The findings reveal that teachers have limited understanding of ethnopedagogical approaches and face challenges in integrating maritime cultural content into learning activities. In addition, current learning practices tend to be less contextual and are not supported by structured learning models that incorporate local cultural values. These findings highlight the need to develop an ethnopedagogy-based learning model that is contextual, culturally responsive, and aligned with the characteristics of early childhood learning.
Keywords: ethnopedagogy- learning model- maritime cultural literacy- early childhood
