Analysis of Teachers’ Difficulties in Integrating Culture in Primary School Learning

Abstract

Culture is one of the national identities so it is important to be preserved throughout time. Cultural preservation can be carried out through activities of integrating culture in learning. Facts in the field show that teachers have not deliberately integrated culture into the learning process due to the various obstacles faced by teachers. This study aims to analyze the difficulties faced by teachers in integrating culture in primary school learning. A qualitative approach with a qualitative descriptive research design was used in this study. The study population consisted of 68 teachers who were members of the Kelompok Kerja Guru (KKG) Gugus Sudirman, Gajah Mungkur District, Semarang City. Purposive sampling technique was used to take samples and select 40 teachers. Data were collected through observation, questionnaires and interviews. The research instruments used were observation sheets, questionnaire sheets on google form and interview guides. The research data analysis was carried out by descriptive-qualitative. The results showed that the difficulties experienced by teachers included difficulties in understanding cultural concepts and implementing them in thematic learning as well as difficulties in making learning tools including culture-integrated lesson plans of 17.6%; culture-integrated teaching materials of 23.5% and culture-integrated learning media of 58.8%.