Gorontalo oral poetry preserves ecological experience through culturally situated, communal, and intergenerational forms of expression. However, previous studies have primarily examined its linguistic structures, social functions, and cultural preservation, leaving its ecological philosophy and oral modes of transmission underexplored. This study explores four Gorontalo oral poems—Lo Huidu, Pa’ia Hungo Lo Poli, Bulalo Lo Limutu, and Ta Ilotuhata Lo Botu Bulota—using a qualitative descriptive approach and an ecocritical framework. Data obtained through audio recording, interviews, observation, transcription, and translation were analyzed thematically and interpretatively. The findings reveal a distinctive practical-relational ecological worldview organized around three interconnected principles. First, ecological continuity depends on everyday practices of restraint, care, cooperation, and collective restoration. Second, human–nature relationships are neither static nor inherently harmonious: nature sustains material and cultural life, but human conduct can also produce degradation, livelihood vulnerability, and environmental loss. Third, environmental experience becomes collective ecological memory through oral-literary features such as repetition, alternating voices, imperative expressions, narrative escalation, and communal address. These features transform planting, environmental degradation, and weather-related danger into memorable guidance that can be performed and transmitted across generations. The study advances ecocritical scholarship by identifying a culturally specific Gorontalo ecological worldview grounded in reciprocity, responsibility, vulnerability, and responsiveness to environmental change. It also contributes to oral-literature studies by demonstrating that oral poetry is not simply a repository of ecological messages but an active cultural process through which communities remember environmental change, evaluate human conduct, and transmit principles for sustaining ecological and cultural life.
Multicultural education at the senior high school level plays a crucial role in fostering tolerant student characters, promoting respect for diversity, and creating inclusive learning environments. This study aimed to explore the multicultural values within Grade XI Indonesian language textbooks as a form of internalizing inclusive education in the era of artificial intelligence (AI) technology. Utilizing a descriptive qualitative method, this study analysed multicultural values as the research object, with Grade XI Indonesian language textbooks serving as the research subject. Data were gathered using the scrutinizing and note-taking techniques, while the data analysis process involved data collection, data reduction, data display, and conclusion drawing. The results revealed that the Grade XI Indonesian language textbooks incorporated several multicultural values, including justice, tolerance, equality, and democracy. These values were embedded across three dimensions—knowledge, skills, and attitudes—and were represented through reading texts, exercises, and student reflective activities. These findings confirm that Indonesian language textbooks serve as a strategic medium for internalizing inclusive education. In the AI era, these multicultural values can be implemented more effectively through personalized and inclusive learning. Ultimately, the integration of value-rich textbooks and AI technology supports the creation of an equitable, inclusive education system oriented toward the well-being of all students.
This study explores how social media exposure shapes students’ ambivalent language attitudes and influences their academic writing. In the digital era, students are continuously exposed to informal linguistic environments characterized by abbreviations, code-mixing, slang, and non-standard sentence structures. Using a qualitative descriptive-analytical design, this study involved 30 undergraduate students at a university in Surabaya, Indonesia. Data were collected through in-depth interviews, analysis of academic writing samples, and non-participant observations of students’ digital language practices. The findings identify ambivalent language attitudes as the study’s principal contribution. Students recognized the importance of standard Indonesian for academic writing while feeling more comfortable using informal digital language in everyday communication. This tension appeared in their writing through informal vocabulary, fragmented sentences, limited paragraph development, and weak cohesion. However, students with stronger metacognitive awareness, deliberate code-switching, systematic revision, and greater exposure to academic texts were better able to regulate their writing. These findings suggest that language attitudes constitute the key mechanism linking social media exposure and academic writing quality. Writing instruction should therefore promote register awareness and self-regulated writing strategies to help students navigate effectively between digital and academic language.
This study examines the representation of Minangkabau local wisdom in five nationally standardized BIPA (Indonesian for Foreign Speakers) textbooks and three supplementary materials utilized in Padang. Employing qualitative content analysis alongside critical discourse analysis (CDA), the research investigates how sociocultural knowledge is constructed, prioritized, or silenced in pedagogical materials. The findings reveal three critical gaps: (1) the complete absence of Kato Nan Ampek (the traditional speech-level system); (2) only two out of twelve Sumbang Duo Baleh behavioral norms are implicitly referenced; and (3) the matrilineal kinship system is consistently framed as a static ‘traditional custom’ rather than a dynamic, living social structure. These omissions point to a systematic marginalization of Minangkabau sociopragmatic knowledge, which may hinder learners’ development of authentic intercultural competence. To address these empirical and pedagogical gaps, the study proposes the BITD (Budaya, Identitas, Teks, dan Dialog) region-based thematic model, which integrates localized wisdom into BIPA instruction through contextually grounded materials, pragmatic awareness, and participatory learning frameworks. This research contributes to ongoing debates on decolonizing language pedagogy and offers actionable guidelines for curriculum developers, textbook authors, and BIPA instructors seeking to foster culturally responsive language education.
Developing Indonesian language teaching materials that address 21st century demands has become a necessity. This study aims to design AI-integrated and web-based Indonesian teaching materials that are integrated with art and cultural values. It focuses on student interaction with AI as cultural interpreter and the embedding of cultural values within learning activities. This study implements ADDIE design. The primary novelty of this research lies in the formulation of a tripartite integration framework that simultaneously unifies three core components within a single learning product. The research subjects were 200 junior high school students. Data was collected through student needs assessment questionnaires, expert validation questionnaires, and learning achievement tests. The needs analysis revealed a high demand for interactive digital teaching materials among students, with the aspects of digital teaching materials (4,15) and learning technology (4,10) ranking as the highest priorities. Expert validation results indicated that material and media feasibility achieved scores of 90,8% and 88,4%, both categorized as “highly feasible.” The N-Gain test results demonstrated that the experimental class attained an average score of 0,60 (moderate category), with 60% of students falling into the high category, whereas the control class only achieved 0,28 (low category). Pedagogical implication of these findings is the need of learning model which integrates technology and culture to create meaningful, contextual and responsive learning experience. Therefore, AI-integrated and web-based Indonesian teaching materials integrated with art and cultural values are declared highly feasible and effective for use at junior high school level. This study offers three significant contributions: (1) a theoretical contribution in form of the tripartite integration framework, (2) a practical contribution through a ready-to-implement teaching material product, and (3) a policy contribution as a reference for developing an Indonesian language curriculum that is adaptive to the digital era while simultaneously preserving local culture.
