Kalimantan Literacy Reading Materials: Exploration, Aesthetics, Conservation, and Locality-Based Learning
DOI:
https://doi.org/10.24235/ileal.v12i1.24429Keywords:
cultural conservation, cultural identity, indigenous ecological knowledge, Kalimantan-based literacy materials, locality-based literacyAbstract
Kalimantan possesses rich cultural and ecological resources embodied in folklore, oral traditions, indigenous languages, ecological knowledge, and various forms of cultural expression. However, globalization and the expansion of digital culture have gradually reduced the use of local literacy resources among younger generations. This article explores the potential of Kalimantan-based literacy materials through the dimensions of exploration, aesthetics, conservation, and locality-based literacy. Employing a qualitative literature review, the study analyzes local literacy resources, including folklore, oral traditions, indigenous ecological knowledge, performing arts, and local history. The findings reveal that Kalimantan-based literacy materials contribute significantly to strengthening cultural identity, promoting environmental awareness, preserving indigenous knowledge systems, and supporting contextual learning. Moreover, the aesthetic values embedded in local narratives enhance readers’ appreciation of cultural heritage. Integrating Kalimantan-based literacy materials into formal and informal education is therefore essential for fostering sustainable literacy and cultural conservation.
Materi Bacaan Literasi Kalimantan: Eksplorasi, Estetika, Konservasi, dan Pembelajaran Berbasis Lokalitas
Kalimantan memiliki kekayaan budaya dan ekologis yang tercermin dalam cerita rakyat, tradisi lisan, bahasa daerah, pengetahuan ekologis masyarakat adat, dan berbagai ekspresi budaya lainnya. Namun, globalisasi dan perkembangan budaya digital telah menyebabkan semakin berkurangnya penggunaan sumber daya literasi berbasis lokal di kalangan generasi muda. Artikel ini bertujuan mengeksplorasi potensi bahan bacaan literasi berbasis Kalimantan melalui perspektif eksplorasi, estetika, konservasi, dan literasi lokalitas. Penelitian menggunakan metode kajian pustaka kualitatif dengan menganalisis berbagai sumber literasi lokal, seperti cerita rakyat, tradisi lisan, pengetahuan ekologis masyarakat adat, seni pertunjukan, dan sejarah lokal. Hasil kajian menunjukkan bahwa bahan literasi berbasis Kalimantan berperan penting dalam memperkuat identitas budaya, meningkatkan kesadaran lingkungan, melestarikan pengetahuan lokal, serta mendukung pembelajaran yang kontekstual. Selain itu, unsur estetika dalam narasi lokal mampu meningkatkan apresiasi pembaca terhadap warisan budaya. Oleh karena itu, integrasi bahan literasi berbasis Kalimantan dalam pendidikan formal dan nonformal diperlukan untuk mendukung keberlanjutan literasi dan konservasi budaya.
Downloads
References
Akbari, S. (2016). Kisah Datu Diyang: Cerita Rakyat dari Kalimantan Selatan. Jakarta: Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan.
Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353. https://doi.org/10.1016/j.edurev.2020.100353.
Ayeni, A. O., Aborisade, G. A., & Soneye, A. S. O. (2026). The challenges of collaboration between Indigenous Knowledge System and scientific Knowledge System on biodiversity conservation in West Africa: a semi-systematic narrative review. Cogent Social Sciences, 12(1). https://doi.org/10.1080/23311886.2026.2643478
Berkes, F., Coding, J., & Folke, C. (2020). Rediscovery of traditional ecological knowledge as adaptive management. Ecological Aplication, 10, 1251–1262. DOI; https://doi.org/10.1890/1051-0761(2000)010[1251:ROTEKA]2.0.CO;2
Bhandari, M. P. (2026). Transformative Knowledge for Planetary Sustainability-Bridging Science, Indigenous Wisdom, and Policy. Scientific Journal of Bielsko-Biala School of Finance and Law, 30(1), 6–23. DOI: https://asej.eu/index.php/asej/article/view/983
Chackal, T. (2026). Integrating sense of place and traditional ecological knowledge into environmental aesthetics. Environmental Values, 35(5), 401–425. https://doi.org/10.1177/09632719251404861
Chia, Y. T., & Neoh, J. Y. (2024). Latent democratic potential: reflections on contemporary citizenship education in Singapore. Curric Perspect, 44, 475–487. https://doi.org/10.1007/s41297-024-00270-x
Djamari. (2016). Putri Kumalasari: Cerita Rakyat Kalimantan Utara. Jakarta: Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan.
Duantika, P. (2016). Asal-Usul Burung Hantu: Cerita Rakyat dari Kalimantan Barat. Jakarta: Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan.
Gumartifa, A., Sofendi, S., Mirizon, S. (2025). Enhancing English Literacy through Ethnopedagogy: A Focus on Cultural Relevance in Teaching Practices. JOLLT: Journal of Language and Language Teaching, 13(1), 294–305. DOI: https://doi.org/10.33394/jollt.v13i1.12934
Häggström, M., & Schmidt, C. (2020). Enhancing children’s literacy and ecological literacy through critical place-based pedagogy. Environmental Education Research, 26(12), 1729–1745. DOI: https://doi.org/10.1080/13504622.2020.1812537
Harianto. (2016). Raja Sinadin: Cerita Rakyat dari Kalimantan Barat. Jakarta: Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan.
Heinz, M., Rory, M. D., & Keane, E. (2025). The essential role of teacher diversity in creating equitable and inclusive learning environments: An interdisciplinary conceptual framework. Learning Environments Research, 28, 387–407. DOI: https://doi.org//10.1007/s10984-025-09540-5
Hestiyana. (2016). Legenda Telaga Alam Banyu Batuah: Cerita Rakyat dari Kalimantan Selatan. Jakarta: Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan.
Hossain, M. I. (2024). Global Citizens, Civic Responsibility, and Intercultural Communication in a Rapidly Globalising Multicultural World: Community Revitalisation and Reflective Practise. Ethnopolitics, Formerly Global Review of Ethnopolitics, 23(5), 487–514. DOI: https://doi.org/10.1080/17449057.2023.2216982
Kelly, L. B., Wakefield, W., Caires-Hurley, J., Kganetso, L. W., Moses, L., & Baca, E. (2021). What Is Culturally Informed Literacy Instruction? A Review of Research in P–5 Contexts. Journal of Literacy Research, 53(1), 75–99. https://doi.org/10.1177/1086296X20986602
Keong, C. Y., & Onuma, A. (2021). Transboundary Ecological Conservation, Environmental Value, and Environmental Sustainability: Lessons from the Heart of Borneo. Sustainability, 13(17), 9727. https://doi.org/10.3390/su13179727
Kianpour, M., Triandafyllidou, A., Allen, T., Mazrouei, S., & Shams, M. (2026). Social media narratives, diasporic identity and collective memory: A critical synthesis of the literature. Ethnicities, 26(1), 36–62. https://doi.org/10.1177/14687968251386072
Mahaswa, R. K., & Hardiyanti, H. (2025). What's 'Wisdom' in Local Wisdom Imaginaries on Indigenous Research? Indigenous Southeast Asian and Ethnic Studies (ISEAES), 1(2), 129–152. DOI: https://doi.org/10.32678/iseaes.v1i2.23
Manuhutu, N., & Sakhiyya, Z. (2026). Culturally Sustaining Writing Instruction: The Role of Maluku Local Wisdom Values in EFL Descriptive Text. Journal of Innovation in Educational and Cultural Research, 7(2), 206–215. DOI: 10.46843/jiecr.v7i2.2605
Menzies, A. K., Bowles, E., McGregor, D., Ford, A. T., & Popp, J. N. (2024). Sharing Indigenous values, practices, and priorities as guidance for transforming human–environment relationships. People and Nature, 6, 2109–2125. https://doi.org/10.1002/pan3.10707
Mizikaci, F. (2025). Qualitative Research Trends in Graduate Theses in Educational Sciences: A Study from Türkiye. Qualitative Inquiry in Education: Theory & Practice, 3(1), 84–104. https://doi.org/10.59455/qietp.42
Moges, B. T., Assefa, Y., Tilwani, S. A., Desta, S. Z., & Shah, M. A. (2024). The inclusion of indigenous knowledge into adult education programs: Implications for sustainable development. Studies in the Education of Adults, 56(1), 5–25. DOI: https://doi.org/10.1080/02660830.2023.2196174
Moghadam, M. (2025). 60 years’ development of research on sociocultural theory: a bibliometric analysis. Curr Psychol, 44, 6592–6609. https://doi.org/10.1007/s12144-025-07652-y
Monica, M., & Soplantila, E. (2024). The Role of Local Folklores in Students’ Reading Comprehension: An Overview. MATAI: International Journal of Language Education, 4(2), 185–198. DOI: https://doi.org/10.30598/matail.v4i2.13717
Moser, S., Lechner, M., Lazarević, M., & Lewalter, D. (2026). Enhancing Informal Education Through Augmented Reality: A Systematic Review Focusing on Institutional Informal Learning Places (2018–2025). Education Sciences, 16(1), 114, 1–39. https://doi.org/10.3390/educsci16010114
Mutanana, N., & Shoko, C. T. (2026). Addressing the Efficacy of Quality in Qualitative Research: A Review of the Current Discourse. International Journal of Qualitative Methods, 25, 1–14. DOI: https://doi.org/10.1177/16094069261432368
Pal, N. (2025). Literature for Enhanced Language Proficiency in Secondary Education. Ars Artium: An International Refereed Research. Journal of English Studies and Culture, 13, 153–166.
Pourbahador, P., & Kermani, A. A. (2026). Fostering migrant integration: using the power of co-creation and cultural heritage for migrant empowerment, insights from the Netherlands. Journal of Cultural Heritage Management and Sustainable Development, 16(3), 495–504. DOI: https://doi.org/10.1108/JCHMSD-04-2025-0098
Pradhan, T., Nanda, C., & Behera, B. (2025). Ecological Resilience and Human Adaptation. In: Symbiotic Wisdom: Exploring Ethnoecological Paradigms within Indigenous Environmental Law Narratives. Springer, Singapore. https://doi.org/10.1007/978-981-95-1042-9_1
Provaznik, T. B., & Wedin, Å. (2026). Societal demands for literacy skills and identity constructions the case of adult students in Sweden who develop basic literacy skills in their l2. Studies in the Education of Adults, 58(1), 82–99. DOI: https://doi.org/10.1080/02660830.2025.2567702
Sedawi, W., Assaraf, O. B. Z., & Reiss, M. J. (2021). Regenerating Our Place: Fostering a Sense of Place Through Rehabilitation and Place-Based Education. Res Sci Educ 51(1), 461–498. https://doi.org/10.1007/s11165-019-09903-y
Seddon, N., Smith, A., Smith, P., Key, I., Chausson, A., Girardin, C., House, J., Srivastava, S., & Turner, B. (2021). Getting the message right on nature-based solutions to climate change. Glob. Change Biol., 27, 1518–1546. https://doi.org/10.1111/gcb.15513
Shliakhovchuk, E. (2019). After cultural literacy: new models of intercultural competency for life and work in a VUCA world. Educational Review, 73(2), 229–250. DOI: https://doi.org/10.1080/00131911.2019.1566211
Syam, C., Olendo, Y. O., Dewantara, J. A., & Rahmani, E. F. (2024). Oral literature and social identity of the Dayak Kanayatn: the extinction of oral literature in the midst of contemporary cultural trends. Cogent Arts & Humanities, 11(1), 1–18. DOI: https://doi.org/10.1080/23311983.2024.2376785
Wica, P. Y., Fadillah, F., Saputri, N. E., Subowo, A., Fajariah, N., & Noorfauzi, A. R. (2026). Sustainable Development: The Role of Citizenship Ecology In South Kalimantan For A Golden Indonesia 2045. Journal of Sustainability Science and Management, 21(5), 1195–1210. DOI: http://doi.org/10.46754/jssm.2026.05.012
Xiong, Z., Song, Y., & Zhu, R. (2025). Pedagogical Strategies for Teaching Environmental Literacy in Secondary School Education: A Systematic Review. Sustainability, 17(20), 9104, 1–23. DOI: https://doi.org/10.3390/su17209104
Xu, S., Xu, K., Ahmad, W., Antohi, V. M., Fortea, C., & Neculita, M. (2026). Traditional ecological knowledge and mental health education for sustainable community well-being. Front Psychol., 17:1888222. DOI: 10.3389/fpsyg.2026.1888222.
Yadav, M., & Singh, P. (2025). Education for a Sustainable Future: National Education Policy 2020 and the Role of Schools in Promoting Environmental Awareness. Chetana: International Journal of Education, 10(01), 137–139.
Yemini, M., Engel, L., & Simon, A. B. (2025). Place-based education – a systematic review of literature. Educational Review, 77(2), 640–660. https://doi.org/10.1080/00131911.2023.2177260
Downloads
Published
Data Availability Statement
Research data is abundantly available at many community reading centers, easily accessible to anyone—including myself as a researcher. The availability of these literacy materials regarding Kalimantan facilitates my work in reading, observing, analyzing, and reporting on the study, even amidst the resource constraints characteristic of the island—particularly in its frontier, outermost, and underdeveloped regions.
Issue
Section
License
Copyright (c) 2026 Muhammad Thobroni, Ida Zulaeha, Hari Bakti Mardikantoro, Tommy Yuniawan
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The journal retains the copyright of the work and publishes it under the terms of the Creative Commons Attribution 4.0 International License (CC BY), which permits others to share, adapt, and use the work with proper acknowledgment of the authorship and initial publication in this journal.Â
- The author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work.
