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This study aimed to investigate the impact of a place-based education curriculum (PBE) on the indigenous teacher empowerment and improvement of indigenous students' learning achievement. This study applied mixed method research particularly concurrent triangulation design. The study took place in a remote indigenous elementary school in Papua, Indonesia. The participants were an indigenous teacher and eleven indigenous students. The PBE curriculum entitled "Who is Papuans" was developed by integrating the indigenous students' place. Findings of the study revealed an effective teaching for the indigenous teacher provided by developing and practicing the PBE curriculum. In order to teach indigenous students effectively, there is a need for indigenous teacher to: (a) focussing on the curriculum; (b) starting from day to day of students' life; (c) emphasizing the use of dialogs, pictures, story, writing, and telling; and (d) utilizing the cultural approach to enable students' learning achievement. By developing and practicing the PBE curriculum, indigenous teacher also obtained a new sight of culture awareness.

Indigenous West Papuan children live with the political legacy of the Indonesian colonization of their region, which shapes their beliefs and attitudes towards their identity and culture. Working with three Indigenous Lanninese children in West Papua within a qualitative case study methodology, we explored the role education can play in preserving Lanninese culture and identity by increasing students' sense of place. The increasing use of labels of worthlessness among Indigenous West Papuans, along with feelings of being distinct from Indonesians -who contribute to the devaluation of the West Papuan identity -were unconsciously taken up by children. Initially, the stigma of having black skin and curly hair triggered the students' feelings of racial discrepancy and worthlessness, causing Lanninese students to imitate Indonesians. However, the implementation of a place-based education curriculum titled 'Who is Papuan' helped them acknowledge their identity and culture. This curriculum was designed in collaboration with elders and a native teacher to utilize the funds of knowledge centred on local place characteristics and cultural values and was delivered using bilingual and culturally responsive teaching and learning approaches. RESUMENLos niños de los pueblos indígenas de Papúa Occidental viven con el legado de la colonización Indonesia de su territorio, que influye y moldea sus creencias y actitudes respecto a su propia cultura e identidad. A través de un estudio de caso cualitativo sobre el trabajo realizado con tres niños indígenas de etnia lani en Papúa Occidental, exploramos el potencial de la educación basada en el lugar para preservar la cultura e identidad de esta comunidad incrementando el sentido del lugar de los estudiantes. Los niños absorben inconscientemente el uso creciente de etiquetas despreciativas entre la comunidad indígena de Papúa Occidental, así como el sentimiento de ser distintos de la población Indonesia, ARTICLE HISTORY

This study aimed to determine the effectiveness of the implementation of interactive media and characterized meme media on the student learning. This study applied experimental research method which used simple random sampling technique. The participants of the study consisted of two group as group A amount twenty-nine students and group B amount twenty-eight students. Each group had a different treatment, for the group a was treated by implementing interactive media, while group B was treated by implementing characterized memes media. Data analysis applied hypothesis testing of paired sample t-test and obtained that both of implementing of interactive media, and implementing characterized memes media, probability value .00 was less than alpha value, .05, which means the media provide impact to the student learning. Data analysis applied hypothesis testing of independent sample t-test and obtained p, .972 was greater than alpha value, .05. Thus, there was no difference between student learning achievement taught by using interactive media and characterized memes media. However, in accordance with effective criteria, it was presented that interactive learning media is more effective than characterized memes media. The percentage of classical completeness of students who were taught by using interactive learning media enhanced to 89.12 percent, while using characterize memes learning media reach 60.41 that not reached the classical completeness. In addition, in terms of appropriate student learning activity in the classroom using interactive media reached 90.12 percent, while in memes characterized media class character merely 66.65 percent.

The perspective of teaching in rural area led this study to investigate non-indigenous teacher's teachings in an indigenous classroom of one of rural elementary schools in Hualien, Taiwan. The teacher's views on indigenous students' grade and how it related to the teacher's teaching were explored also. This study was a case study. Data was collected and analyzed by applying qualitative method. It implemented classroom ethnography approach. It revealed that although the teacher had demonstrated a great deal of passion in teaching indigenous students, involvement the students in some indoor and outdoor activities, and using various media to get students' attention, but he was concerned about his students' low academic achievement. In Hualien, there are annual provincial examinations on the subjects of Chinese, Mathematics and English in May, which all the elementary students are required to take. To improve the student academic performance he used some classroom time to practice drills rather than spending time on exploratory activities. When indigenous students' underperformance in standardized tests are considered as reflecting poor quality of teaching, preparing students for the sit-in tests will continue to be a part of classroom teaching. This study suggests that teachers have to understand the educational context in which teaching and learning take place. Knowing this would provide teachers a more meaningful teaching and learning.