Uma abordagem de aprendizagem baseada em problemas culturalmente integrada: aumentando as habilidades de comunicação usando a tradição berkeberen da tribo Gayo

Rosina Zahara; Yusnadi Yusnadi; Edy Surya

doi:10.22633/rpge.v29iesp1.20458

Autores/as

Rosina Zahara Universitas Negeri Medan https://orcid.org/0009-0008-8225-3314
Yusnadi Yusnadi Universitas Negeri Medan https://orcid.org/0009-0004-9281-5326
Edy Surya Universitas Negeri Medan https://orcid.org/0000-0002-1910-4905

DOI:

https://doi.org/10.22633/rpge.v29iesp1.20458

Palabras clave:

Habilidades de Comunicación, Participación Estudiantil, Integración Cultural, Tradición Berkeberen

Resumen

Este estudio analiza la integración de la tradición Berkeberen de la tribu Gayo en un enfoque de aprendizaje basado en problemas (ABP) para mejorar las habilidades comunicativas de los estudiantes. Examina cómo las prácticas culturales pueden enriquecer los métodos educativos modernos, fomentando la comunicación efectiva y la resolución colaborativa de problemas. La tradición Berkeberen, basada en la narración oral, el diálogo comunitario y la toma colectiva de decisiones, se incorporó a las actividades del ABP, permitiendo que los estudiantes participaran en la resolución de problemas culturalmente relevantes. Los datos se recopilaron mediante encuestas, entrevistas y observaciones en el aula, con un enfoque en medidas cuantitativas y cualitativas del desarrollo de habilidades comunicativas. Los resultados mostraron mejoras significativas en la articulación de ideas, la escucha activa y el diálogo colaborativo. Este estudio destaca el potencial de integrar tradiciones indígenas en la enseñanza contemporánea para fortalecer la comunicación, el trabajo en equipo y el compromiso estudiantil.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Rosina Zahara, Universitas Negeri Medan

Universitas Negeri Medan, Sumatra do Norte, Indonésia. Candidato a Doutorado em Ciências da Educação, Faculdade de Ciências da Educação.

Yusnadi Yusnadi, Universitas Negeri Medan

Universitas Negeri Medan, Sumatra do Norte, Indonésia. Professor de Ciências da Educação, Faculdade de Ciências da Educação.

Edy Surya, Universitas Negeri Medan

Universitas Negeri Medan, Sumatra do Norte, Indonésia. Professor de Ciências da Educação, Faculdade de Ciências da Educação

Citas

Acuña, O. L., Santos Carvajal, D. M., Bolanos-Barbosa, A. D., Torres-Vanegas, J. D., Alvarez Solano, O. A., Cruz, J. C., & Reyes, L. H. (2025). Fostering technical proficiency and professional skills: A multifaceted PO-PBL strategy for unit operations education. Education for Chemical Engineers, 51, 64–78. https://doi.org/10.1016/j.ece.2025.01.001

Acut, D. (2022). Developing SIPCaR projects utilizing modern technologies: Its impact to students’ engagement, R&D skills, and learning outcomes. LUMAT, 10(1), 294–318. https://doi.org/10.31129/LUMAT.10.1.1667

Ashraf, M. A., Mollah, S., Perveen, S., Shabnam, N., & Nahar, L. (2022). Pedagogical Applications, Prospects, and Challenges of Blended Learning in Chinese Higher Education: A Systematic Review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.772322

Barbosa, B., Santos, C., & Prado-Meza, C. M. (2020). There is no one way to internationalization at home: Virtual mobility and student engagement through formal and informal approaches to curricula. Revista Lusofona de Educacao, 47(47), 85–98. https://doi.org/10.24140/issn.1645-7250.rle47.06

Belwal, R., Belwal, S., Sufian, A. B., & Al Badi, A. (2020). Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman. Education and Training, 63(3), 336–359. https://doi.org/10.1108/ET-01-2020-0006

Bonadies, T., Herbert, J., Blum, J., Schaefer, P., Beer-Maxwell, D., Cordner, G., & Carter, C. (2023). Recalling Responses: A RCT on Police Learning and Knowledge Retention. Policing (Oxford), 17. https://doi.org/10.1093/police/paac110

Claramita, M., Prabandari, Y. S., Graber, A., & Scherpbier, A. J. J. (2020). Challenges of communication skills transfer of medical students in the cultural context of Indonesia. Interdisciplinary Journal of Problem-Based Learning, 14(1), 1–11. https://doi.org/10.14434/ijpbl.v14i1.28594

Farah, A., & Al-Hattami, A. (2023). An Exploration Study of Students’ Engagement and Perception of the Teaching and Learning Environment. Journal of Higher Education Theory and Practice, 23(9), 18–35. https://doi.org/10.33423/jhetp.v23i9.6126

Han, Y. (2025). Innovative Education in College English Education: Advancements in Technology and Teaching Methods. International Journal of High Speed Electronics and Systems. https://doi.org/10.1142/S0129156425402384

Hingle, A., Davidson Mhonde, R., & Broeckelman-Post, M. (2022). To shelter or unshelter? An analysis of international students’ experience in introductory communication courses. Research in Comparative and International Education, 17(1), 89–106. https://doi.org/10.1177/17454999211059618

Kastoryano, R. (2018). Multiculturalism and interculturalism: redefining nationhood and solidarity. In Comparative Migration Studies (Vol. 6, Issue 1). Springer. https://doi.org/10.1186/s40878-018-0082-6

Kelly, R. F., Mihm-Carmichael, M., & Hammond, J. A. (2021). Students’ engagement in and perceptions of blended learning in a clinical module in a veterinary degree program. Journal of Veterinary Medical Education, 48(2), 181–195. https://doi.org/10.3138/jvme.2019-0018

Khalili, A. (2021). Towards the realization of engineering postgraduate students’ engagement and employability: A PBL involvement in ERP. Proceedings of the International Conference on Industrial Engineering and Operations Management, 1128–1139. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121115784&partnerID=40&md5=b88f0ca957c6d99fe4867c6011d5bf60

Kristianto, H., & Gandajaya, L. (2023). Offline vs online problem-based learning: a case study of student engagement and learning outcomes. Interactive Technology and Smart Education, 20(1), 106–121. https://doi.org/10.1108/ITSE-09-2021-0166

Leitão, R., Yao, S., & Guimarães, L. (2025). An augmented reality board game to work ocean literacy dimensions. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13519-3

Li, N. (2025). Fostering creative thinking through gamified intercultural communication: innovative pedagogical strategies in higher education English programs. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2489271

Lunn, A. M., Urmston, A., Seymour, S., & Manfrin, A. (2020). Patient as teacher sessions contextualize learning, enhancing knowledge, communication, and participation of pharmacy students in the United Kingdom. Journal of Educational Evaluation for Health Professions, 17. https://doi.org/10.3352/JEEHP.2020.17.15

Moulay, A., & Daouia, C. (2021). Enhancing Students’ Lack of Engagement in the Virtual Learning Platforms: The Role of Theory of Knowledge and Certain Basic Communication Skills. In Virtual and Classroom Learning in Higher Education: A Guide to Effective Online Teaching (pp. 150–170). Bentham Science Publishers. https://doi.org/10.2174/9781681089287121010012

Navarrete-Muñoz, E. M., Valera-Gran, D., García-Campos, J., Lozano-Quijada, C., & Hernández-Sánchez, S. (2024). Enhancing Evidence-Based Practice Competence and Professional Skills Using Infographics as a Pedagogical Strategy in Health Science Students: Insights from the InfoHealth Project. European Journal of Investigation in Health, Psychology and Education, 14(4), 929–940. https://doi.org/10.3390/ejihpe14040060

Negro, F., Heddad Masson, M., & Beuers, U. (2025). EASL Schools of Hepatology: Pioneering the flipped classroom model and blended learning in medical education. JHEP Reports, 7(1). https://doi.org/10.1016/j.jhepr.2024.101266

Pagoto, S., Lewis, K. A., Groshon, L., Palmer, L., Waring, M. E., Workman, D., De Luna, N., & Brown, N. P. (2021). STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020. In PLoS ONE (Vol. 16, Issue 8 August). Public Library of Science. https://doi.org/10.1371/journal.pone.0256213

Peng, B. (2021). Intercultural Communicative Competence Teaching and Assessment Based on Modern Information Technology. International Journal of Emerging Technologies in Learning, 16(7), 175–190. https://doi.org/10.3991/ijet.v16i07.21369

Rosenblatt, R., & Lindell, R. (2021). Transitioning from faculty-centered to student-centered communication. Proceedings - Frontiers in Education Conference, FIE, 2021-October. https://doi.org/10.1109/FIE49875.2021.9637432

Sarkadi, Casmana, A. R., & Rahmawati, Y. (2020). Improved learning design for pre-service teacher in a character education course. Universal Journal of Educational Research, 8(1), 212–224. https://doi.org/10.13189/ujer.2020.080126

Sesen, E., Sesen, Y., & Sesen, H. (2021). Communication Skills of Library Staff: A Cognitive Study of Turks Using Library Services in Canada. Pakistan Journal of Information Management and Libraries, 23, 50–74. https://doi.org/10.47657/3015

Surapaneni, K. M. (2024). An idea to explore: Introduction of “biochemical tales” in medical education—Learning made fun. Biochemistry and Molecular Biology Education, 52(2), 249–251. https://doi.org/10.1002/bmb.21819

Wang, X. (2024). A Multiple Teaching Model for Chinese Culture Integration in English Translation Courses with Multiple Data Chain Networks. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0616

Wegener, M., & Littley, S. (2019). Seeing the Light: Science communication and art. International Journal of Innovation in Science and Mathematics Education, 27(7), 34–45. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072521947&partnerID=40&md5=414f2075361f5a0cc035d003add25a65