Culture Sustainability through Co-Curricular Learning Program: Learning Batik Cross Review

Abstract

As the application of colored designs on cloth using wax in certain areas in decorating items of clothing, Batik is made through several steps that come from drawing the pattern on the paper followed by imitating the pattern on fabric, which is called ngeblat. The next phase is followed by drawing the pattern using wax, which is called mencanting. The subsequent step is the process of coloring the pattern of Batik, called pencoletan, and then subsequently followed by color-locking on Batik through covering the Batik with wax, namely basic color dyeing. This process is called menembok. The final step is making the panting process through washing, called nglorod. This process should attempt to maintain Batik with cultural sustainability, as its process contains several values, such as discipline, creativity, independence, patriotism, responsibility, cooperation, and environmental care. Based on this background, this paper attempts to examine the Batik’s cultural design and to explore its sustainability through co-curricular school program activities. This study focuses on examining the potential in the process of the application of colored design through elaborating the supporting and interfering factors in a co-curricular learning program of Batik. The analysis was made through several points, namely a co-curricular learning program of Batik for enhancing cultural sustainability, a co-curricular learning program of Batik for enhancing national culture and community responsibility, and co-curricular learning of Batik for sustainability and environmental accountability.

Culturally responsive and communicative teaching for multicultural integration: qualitative analysis from public secondary school

“…It is necessary to have an active engagement on enhancing the attitude to lead to the responsive awareness among teachers and learners. As a result, the form of teaching approach for school even in the higher education context is being given more attention to facilitate development of teachers' capacities (Khalifa, 2020; Sukadari and Huda, 2021). The main capacity to target is how to interact responsively within learning process and learning environment, which should be embedded into the curriculum design of the educational system.…”

Constructing an Indicator System for Cultural Sustainability in Chinese Cities under the Objective of Urban Renewal and Capability Measurement

“…Science, policy, and the international community promote "cultural sustainability" The majority of academicians view it as preserving and promoting cultural heritage [16][17][18]. In contrast, others believe it also encourages cultural expression and vitality [19,20].…”

Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment

“…Both language and culture, which should belong among the students, can be used as a tool to encourage their awareness of social and individual identity. Giving feedback to enable them to share with the students has to look into cultural identity awareness [59]. As such, looking for a comprehensive understanding might start with examining the environmental community and social responsibility.…”