Teachers’ Perspectives on the Use of Folktales as Learning Media to Preserve Local Culture in Elementary Schools

Abstract

Folktale-based learning media have great potential in instilling moral values, character education, and local wisdom in elementary school students while also serving as a means of preserving local culture. However, amid globalization and increasing curricular demands, the use of folktales in classroom learning has not been fully optimized. Teachers, as key actors in the learning process, play a strategic role in determining the successful integration of such media. Therefore, this study aims to examine teachers’ perspectives, classroom practices, and the potential development of folktale-based learning media as a means of preserving local culture in elementary schools. This study employed a qualitative descriptive research design. The participants were teachers at SD Negeri 1 Kaobula, selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and documentation. Data analysis followed Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that teachers hold positive perspectives toward folktale-based learning media and recognize their educational and cultural value. Nevertheless, their implementation remains limited to conventional forms and faces several challenges, including limited availability of learning media, lack of professional training, and heavy curriculum demands. Despite these constraints, teachers demonstrate strong interest and readiness to develop more innovative and contextual folktale-based learning media when supported by systematic training, adequate resources, and supportive school policies.