Optimizing Ethnopedagogy-Based Teaching Skills of Prospective Elementary School Teachers: A Study on the Implementation of the SMILE Model
Abstract
This study aims to examine the effectiveness of the SMILE model (Sustainable, Multicultural, Inclusive Learning Evaluation) in optimizing ethnopedagogy-based teaching skills among prospective elementary school teachers. The main issue addressed in this research is the limited integration of local values and cultural wisdom in the teaching practices of teacher candidates, which may hinder the development of students' cultural identity. The study was conducted at a public university in Indonesia, involving 180 students from the Elementary Teacher Education Program. A quasi-experimental method with a quantitative approach was employed. Research instruments included an observation sheet for teaching skills and an ethnopedagogical perception questionnaire, both of which had been tested for validity (r > 0.70) and reliability (α = 0.89). Data were analyzed using paired t-tests and ANCOVA to measure the effectiveness of the intervention. The results showed a significant increase in ethnopedagogy-based teaching skill scores (pretest mean = 71.43; posttest mean = 85.62; p < 0.001). The findings conclude that the SMILE model is effective in preparing teacher candidates to integrate local cultural values into the learning process, thereby supporting sustainable education rooted in local identity.
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