Integrating Cultural, Linguistic, Digital, and Psychological Literacies in Curriculum Development A Case Study from Tarakan, North Kalimantan
Keywords:
cultural literacy, digital literacy, curriculum development, multiliteracy, North Kalimantan, psychological literacyAbstract
This study examines the integration of cultural, linguistic, digital, and psychological literacies within curriculum development in Tarakan, North Kalimantan, Indonesia. Using a mixed-methods approach, this research investigates how multiliteracy frameworks can be effectively implemented in educational settings characterized by cultural diversity and rapid technological advancement. Data were collected through surveys, interviews, and classroom observations involving 150 participants including teachers, students, and curriculum developers. Results indicate significant challenges in balancing traditional cultural preservation with digital innovation, while psychological considerations remain underrepresented in current curricula. The study reveals that successful integration requires teacher professional development, community engagement, and culturally responsive pedagogical approaches. Findings suggest that holistic literacy education enhances student engagement, critical thinking, and cultural identity formation. This research contributes to understanding multiliteracy implementation in indigenous and culturally diverse contexts.
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Copyright (c) 2024 Ahmad Syafiiudin, Herawati Herawati, Dilla Bustamin, Watii Surahas Mahe (Author)
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