Integrating Lebak Culture in Center-Based Learning to Foster Early Childhood Critical Thinking

Rohita; Adiyo Roebianto; Nurfadilah

doi:10.56741/IISTR.jpes.002128

Authors

Rohita
rohita@uai.ac.id
Universitas Al Azhar Indonesia
Adiyo Roebianto Al Azhar University of Indonesia
Nurfadilah Al Azhar University of Indonesia

Keywords:

Center-Based Learning, Critical Thinking, Early Childhood Education, Local Culture, Teacher-Guided Interaction

Abstract

This qualitative study explored how Lebak culture was introduced through center-based learning and how teacher-guided activities facilitated critical thinking among young children. The study was conducted in one early childhood education classroom in Lebak Regency, Indonesia, involving two teachers and fifteen children aged 5–6 years selected purposively. Data were generated through classroom observations, interviews, and documentation. They were analyzed using Miles and Huberman’s interactive model, while Facione’s six critical thinking indicators guided the interpretation of children’s classroom responses. Findings showed that Lebak culture was incorporated systematically through planning, implementation, and learning evaluation. During planning, teachers developed culturally grounded materials by considering children’s interests, experiences, and questions and collaborating with colleagues. During implementation, four learning centers used concrete materials, videos, discussion, and creative activities to explore local cultural knowledge. Teacher-guided questions encouraged children to observe, compare, discuss, justify, and reconstruct their cultural experiences. These interactions created opportunities for six manifestations of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The findings suggest that local culture can function as a meaningful cognitive resource when teachers move beyond factual transmission and provide structured opportunities for inquiry and dialogue. The study recommends developing classroom observation guidelines and professional development programs to help teachers facilitate, recognize, and document children’s critical thinking during culturally responsive learning. Because the study involved one classroom and a small purposive sample, its findings should be interpreted contextually rather than generalized broadly to all early childhood education settings in Indonesia.

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Author Biographies

Rohita, Universitas Al Azhar Indonesia

is a lecturer in the Early Childhood Education Program, Faculty of Psychology and Education, Universitas Al Azhar Indonesia. Her interests include children’s critical thinking, culturally grounded learning, instructional strategies, and educational media for young learners. She also serves as an assessor for the National Accreditation Board for Early Childhood Education and Non-Formal Education in Banten Province. Her work supports culturally responsive and developmentally appropriate early childhood education. (email: rohita@uai.ac.id).

Adiyo Roebianto, Al Azhar University of Indonesia

is a lecturer in the Psychology Program, Faculty of Psychology and Education, Universitas Al Azhar Indonesia. His research focuses on psychometrics, psychological and educational assessment, measurement, instrument development, and evaluation in educational settings. His work contributes to the development and application of reliable, valid, and contextually appropriate assessment tools for research and practice. He is particularly interested in strengthening evidence-based evaluation and decision-making in educational contexts. (email: adiyo.roebianto@uai.ac.id).

Nurfadilah, Al Azhar University of Indonesia

is a lecturer in the Early Childhood Education Program, Faculty of Psychology and Education, Universitas Al Azhar Indonesia. Her research interests encompass early childhood education, resilience, parenting, child development, family engagement, and children’s learning experiences. Her work examines how educational practices and supportive family environments contribute to children’s development, well-being, and readiness for learning. She is committed to advancing research-informed and developmentally appropriate approaches in childhood education. (email: novanurfadilah@uai.ac.id).

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