WAHANA VISI INDONESIA

Wahana Visi Indonesia is a Christian humanitarian organization dedicated to work and collaborate to empower the most vulnerable children, family and community through community development, advocacy, and emergency response for sustainable transformation regardless of religion, race, ethnic or gender.

Since 1998, Wahana Visi Indonesia has carried out various community development programs focusing on children. Hundred thousands of children in Indonesia have been benefited from WVI’s accompaniment program. 

Our Vision for Every Child, Life in All Its Fullness

Our prayer for Every Heart, The Will to Make It So

Wahana Visi Indonesia as a Christian humanitarian organization exists and works with partners, to seek the transformation of the lives of the most vulnerable children, families, and communities regardless of ethnicity, race, religion, gender, and class, by addressing the root causes of poverty and working with vulnerable communities for the realization of independence and full ownership. 

WVI is a place for every heart that wants to make a difference, whether it is sponsors, donors, or individuals and organizations coming together to make sustainable change. Together we address the root causes of poverty by implementing community development programs, both direct relief and long-term development programs. Millions of children have benefited from WVI's mentoring programs. 

Franky is Head of Social Impact and Sustainability of Wahana Visi Indonesia. He will lead project management (research, development and emergency) alongwith research and education specialist. He will be directly connected with National Office-based and Area Program-based technical specialist from helicopter point of view. 

The Team Lead will activate the project and fully committed on it with main support from Education Specialist and Research Specialist. Wahana Visi Indonesia has an area programme in proposed area that has been running for more than a decade. Franky and the field team will working together (also with local partner) to ensure this 12-week project on track and on budget. Regularly every Friday, the team will have hybrid monitoring and coordination meeting to measure the progress and anticipate the challenge. Regarding Education Specialist that will guard and guide this project, we have 2 main resources: 1 will be based in National Office (Jakarta) and 1 will be based in rural (Papua).

Utilization of Indigenous Dialect for Contextual Literacy Learning Materials in Papua, Indonesia

Optimizing the literacy skills of Papuan children by utilizing print-rich storybooks that combine native dialects and local stories written by local teachers.

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The educational disparity faced by indigenous Papuan children in literacy learning is a pressing issue supported by official data from the Indonesian Ministry of Education, Culture, Research and Technology (MoECRT). According to the Wahana VIsi Indonesia baseline research findings, the literacy rates among indigenous Papuan children are significantly lower than the national average. In some remote areas, these rates plummet to alarming levels, such as Asmat,where only 10% of children have skill reading with comprehension.

This concerning disparity can be primarily attributed to the absence of contextually appropriate reading materials and pedagogical approaches that cater to the unique language, traditions, and cultural context of indigenous Papuan communities. The current standardized reading materials utilized in educational settings fail to address the specific needs and challenges faced by these children. Consequently, they are left without the necessary resources and support required to develop essential literacy skills.

The lack of contextually appropriate reading materials not only hampers the acquisition of reading skills but also contributes to disengagement and disinterest in learning among indigenous Papuan children. The materials fail to resonate with their cultural identity and experiences, resulting in a disconnection from the content and limited motivation to engage with the learning process. This perpetuates a cycle of educational disadvantage, hindering their overall academic progress and severely limiting their opportunities for personal growth and socio-economic advancement.

The official data from the MoECRT serves as a stark reminder of the urgent need to address this problem. The stark disparity in literacy rates between indigenous Papuan children and the national average highlights the systemic challenges they face in accessing quality education. By developing contextually appropriate reading materials and implementing pedagogical approaches that align with the cultural and linguistic context of indigenous Papuan communities, we can begin to bridge the educational gap and empower these children to thrive academically. It is imperative to prioritize their educational needs, provide equitable resources, and create an inclusive learning environment that celebrates their cultural heritage and fosters their academic success.

Wahana Visi Indonesia's program intervention is dedicated to addressing learning variability, particularly within literacy programs, by utilizing print-rich storybooks that incorporate indigenous dialects and local stories. Our solution is designed to cater to typically developing children aged 2 to 12, with a special focus on embracing learning variability.

To address this, we have developed an innovative approach that involves the creation and utilization of print-rich storybooks. These storybooks are carefully crafted to include indigenous dialects and local stories that reflect the social and cultural backgrounds of the children we serve.

By incorporating indigenous dialects into the storybooks, we ensure that the learning materials are not only linguistically relevant but also resonate with the children's cultural identities. This approach allows them to connect more deeply with the content, fostering a sense of pride and belonging while improving their reading competencies and overall literacy skills.

The use of local stories further enhances the learning experience by making it more relatable and meaningful for the children. These stories draw upon familiar settings, characters, and experiences that are unique to their communities, thereby capturing their attention and igniting their imagination. By immersing themselves in these local stories, children are more motivated to engage with the learning process, leading to improved literacy outcomes.

Our solution recognizes and celebrates the diverse learning styles and preferences of children. By providing print-rich storybooks that incorporate indigenous dialects and local stories, we ensure that the learning materials are accessible, inclusive, and culturally sensitive. This approach allows us to address learning variability effectively, as children can choose materials that align with their interests, backgrounds, and individual learning needs.

In summary, our solution embraces learning variability by utilizing print-rich storybooks that incorporate indigenous dialects and local stories. Through this approach, we create a rich and engaging learning environment where children can connect with their cultural heritage, develop essential literacy skills, and cultivate a love for reading. By empowering children through culturally relevant materials, we foster a strong foundation for their educational journey and promote inclusive and equitable access to quality learning experiences.

1. Wijaya, AWA., Siantoro, A., & Layuk, M. (2022). The whole community development in supporting children's literacy in rural areas: Community and parents’ participation to foster children’s literacy in rural areas. The Journal of Indonesia Sustainable Development Planning, 3(1), 30-47. https://doi.org/10.46456/jisdep.v3i1.257
- This evaluation study explores the important roles of the parents and community in improving children's literacy competencies. This study used a qualitative approach and collected both primary and secondary data from "Program Organisasi Penggerak" (POP) education project implemented by Wahana Visi Indonesia with support from the Ministry of Education, Culture, Research and Technology Republic of Indonesia.

2. Amri, A., Tebe, Y., Siantoro, A., Indrawati, A., & Prihadi, C. (2021). Teachers' voices on school reopening in Indonesia during COVID-19 pandemic. Social Sciences and Humanities Open, 4 (1), 100218. https://doi.org/10.1016/j.ssaho.2021.100218
- This summative research is conducted in collaboration with the Ministry of Education, Culture, Research and Technology Republic of Indonesia involving more than 27,000 teachers, one of the largest ever conducted in Indonesia. Teachers participated in this research comes from all over the archipelago; including the most disadvantaged regions. Participants teach early childhood education, elementary school, secondary school, and special education.

3. Indrawati, M., Prihadi, C, & Siantoro, A. (2020). The COVID-19 pandemic impacts on children’s education in disadvantaged and rural areas across Indonesia. International Journal of Education, 8 (4), 19-34. https://doi.org/10.5121/ije.2020.8403
- This summative research leverages national COVID-19 pandemic rapid need assessment data to identify education in emergency needs of underprivileged children across different disadvantaged regions in Indonesia. In this assessment, up to 1000 lower-income households and 1000 underprivileged children are surveyed on the impacts of COVID-19 pandemic towards child education, family livelihood, maternal and child health and nutrition, and child protection against violence.

The aforementioned three studies have highlighted the importance of implementing a contextually appropriate approach for diverse children, particularly underprivileged indigenous Papuan children residing in disaster-prone and fragile areas. Our program evaluation (Research #1) has demonstrated that a contextual learning approach, involving parents and the community in supporting children's literacy, can significantly enhance children's reading interest and early-stage reading competencies. This is exemplified by the active involvement of 300 parents in supporting their children's literacy activities through the provision of reading materials at home, as well as the facilitation of 20 village reading clubs by 73 local community tutors. Moreover, the sustainability of these reading clubs has been bolstered by the support of the village government, which provides incentives for the facilitators and allocates village funds for infrastructure development.

Research #2, focusing on teachers' perspectives, has shed light on the crucial role of contextually appropriate learning materials in teaching diverse students amidst changing circumstances. This became particularly evident during the COVID-19 pandemic, where standardized learning materials proved ineffective, not only for the majority of students but especially for underserved indigenous students who are often left behind by the nationally uniformed education system even during normal times. The pandemic has further exacerbated learning inequalities, particularly among underprivileged indigenous children living in rural areas, as evidenced by Research #3. Overcoming the learning loss caused by educational disruptions during the pandemic necessitates additional efforts and contextual strategies, especially for these marginalized indigenous children who bear the heaviest burden.

In summary, the findings from these three studies underscore the significance of adopting a contextually appropriate approach to address the educational needs of diverse children, with a particular focus on underprivileged indigenous Papuan children in disaster-prone and fragile areas. By leveraging the support of parents and the community, providing contextually relevant learning materials, and implementing tailored strategies, we can bridge the learning gaps and promote educational equity for these marginalized children, even amidst challenging circumstances such as the COVID-19 pandemic.

Our organization has previously implemented standardized reading materials in the Indonesian language for both indigenous and non-indigenous children in the region of Papua. However, this approach has inadvertently resulted in a setback for indigenous children, as the learning materials fail to align with their cultural background. Moreover, indigenous children often face additional disadvantages, which hinders their progress in acquiring reading skills. Consequently, we have received substantial feedback from program participants and the local community, urging us to develop modules that are more contextually relevant to the local languages and dialects. This adaptation is aimed at facilitating a more effective learning process for indigenous children.

To ensure the efficacy of this literacy learning approach utilizing local dialects, it is imperative to conduct rigorous testing. Additionally, an assessment of the long-term implications of this approach is necessary. This evaluation will inform future enhancements to the technical program approach and core project model, specifically tailored to the unique circumstances faced by other disadvantaged indigenous children.

In light of these considerations, it is paramount that we refine and improve the current modules to be culturally sensitive and linguistically appropriate. This entails a comprehensive analysis of the specific linguistic characteristics and cultural nuances of the indigenous communities in Papua. By integrating these elements into the learning materials, we can create a more inclusive and effective educational experience for indigenous children.

Furthermore, it is crucial to address the broader challenges faced by indigenous children in their educational journey. This entails providing additional support and resources to bridge the existing gap and level the playing field. By actively involving the local community and stakeholders, we can collaboratively develop strategies that address the unique needs and aspirations of indigenous children.

In summary, the organization recognizes the limitations of the previous standardized approach and is committed to making significant improvements. By incorporating local languages and dialects into the learning materials, conducting thorough evaluations, and actively engaging with the community, we aim to foster a more inclusive and effective literacy learning environment for disadvantaged indigenous children not only in Papua but also in similar contexts worldwide.

1. To what extent does the utilization of local Papuan dialect reading materials enhance the literacy skills of indigenous children when compared to the use of standard materials in Bahasa Indonesia?
2. To what extent does the incorporation of local Papuan dialect reading materials enhance the effectiveness of indigenous community tutors in imparting literacy education to indigenous children?

Formative research: Usability study aimed at evaluating the impact of contextual literacy learning through the use of reading materials in local Papuan dialects on reading comprehension and literacy teaching. This study will produce the contextual reading materials (print-rich storybooks using Malay-Papuan dialect) and test it with representative users within a single reading camp located in Sentani, Papua which serves 100 children aged 5 to 11 years old, as well as community tutors.

Research procedure: We will first test baseline reading comprehension of the children and community tutors' teaching skills (1 week). Then, we will implement the local dialect reading materials for 1 month (12 sessions, 1-2 hours 3 times a week) and ask users (the children and tutors) feedback. After 2 months of implementation, we will test the effect of the local dialect literacy learning materials on reading comprehension stage. We expect that children will improve their reading skill in terms of letters knowledge and reading fluency compared to baseline. We will compare the reading skills outcome of children who use local dialect reading materials versus children using standard reading materials (Bahasa Indonesia) in control reading camp. We will also measure the improvement of community tutors teaching skills after using local dialect literacy learning materials.

The anticipated outputs of this study include:
1. Pedagogical recommendations: Based on the findings, recommendations will be provided to enhance and refine the prototype local dialect reading materials. These recommendations will be focused on optimizing their effectiveness in improving reading comprehension among indigenous children. By incorporating feedback from the participants, the materials can be further tailored to meet their specific learning needs and preferences.

2. Guidance for replication and upscaling: The study seeks to provide guidance on how to replicate and potentially expand the implementation of contextual literacy teaching and learning methods in other indigenous contexts. By sharing best practices, lessons learned, and insights gained from this study, educators and organizations working with indigenous communities can adopt similar strategies to address the literacy challenges faced by indigenous children across different regions.

3. Strategies for developing educational games: Another objective of this study is to explore strategies for creating educational games that visually represent the content of the local dialect storybooks. These games aim to align the literacy learning experience more closely with the indigenous culture, making it more engaging and relatable for the children. By incorporating elements from the local dialects and cultural context into interactive educational games, the study aims to enhance the effectiveness of literacy instruction and promote cultural relevance in the learning process.

Through the comprehensive analysis of user feedback and assessment of the impact of contextual literacy learning materials, this study aims to contribute to the advancement of literacy education among indigenous children. By refining the materials, sharing knowledge and experiences with other communities, and developing culturally relevant educational games, this research seeks to empower indigenous communities and support their efforts in promoting literacy and preserving their unique cultural heritage.

To put these outputs into action, our organization has devised a comprehensive plan that encompasses the following key steps:

1. Implementation of Pedagogical Recommendations: The pedagogical recommendations derived from the study will be integrated into our existing education technical program at Wahana Visi Indonesia. These refined and enhanced prototype local dialect reading materials will be incorporated into the curriculum, ensuring that they align with the specific learning needs and cultural context of indigenous children. Through collaboration with educators and experts, we will actively incorporate the recommendations to perfect the materials and optimize their impact on literacy skills development.

3. Advocacy for Policy Support: Drawing from the positive outcomes of this research, we will engage in advocacy efforts to encourage the local government to issue policies that support and prioritize contextual literacy pedagogy. We will present the evidence and insights gathered from the study to demonstrate the effectiveness of the approach and its potential to improve literacy outcomes among indigenous children. By actively collaborating with relevant stakeholders, community leaders, and policymakers, we aim to foster an environment that recognizes and values the importance of contextually relevant education.

4. Expansion and Collaboration: Building upon the success of the study in Sentani, we will seek to replicate and upscale the contextual literacy teaching and learning methods in other indigenous contexts within Papua. We will collaborate with local organizations, schools, and community leaders in regencies such as Biak, Sarmi, Pegunungan Tengah (Wamena), and Asmat to implement the refined materials and pedagogical approaches. Through close partnerships and shared knowledge, we will work together to adapt and tailor the contextual literacy methods to the unique cultural and linguistic characteristics of each indigenous community.

In summary, our organization will take a multifaceted approach to put these outputs into action. This involves integrating pedagogical recommendations into our education programs, advocating for supportive policies at the government level, and expanding the implementation of contextual literacy methods in collaboration with local stakeholders. By combining these efforts, we strive to create sustainable and impactful change in literacy education for indigenous children, fostering their academic growth and preserving their cultural heritage.

The 12-week LEAP Project sprint aims to achieve significant short-term and long-term outcomes for both our organization and the solution we are developing. These outcomes will be the result of the three outputs mentioned earlier and will drive positive change in improving the literacy skills of disadvantaged indigenous children in Papua.

1. Short-term outcome: Through the LEAP Project sprint, our organization envisions the development of a promising prototype solution that effectively enhances the literacy skills of disadvantaged indigenous children in Papua. This outcome will be reflected in the creation of refined and culturally relevant local dialect reading materials, based on the pedagogical recommendations obtained from the usability study. The prototype will demonstrate tangible improvements in reading comprehension and literacy teaching within a relatively short timeframe. This will provide immediate support to indigenous children in Papua by offering them learning materials that are aligned with their cultural background and linguistic context. The short-term outcome will contribute to the establishment of a solid foundation for the solution's effectiveness and lay the groundwork for further development and implementation.

2. Long-term outcome: The LEAP Project sprint will not only yield a promising prototype but also provide guidance and strategies to refine our education technical program approach and core project model for indigenous disadvantaged children's literacy learning. The insights gained from the usability study, the pedagogical recommendations, and the lessons learned from the prototype implementation will inform and shape our long-term vision. This outcome will drive continuous improvement and transformation in our organization's approach to addressing the literacy challenges faced by disadvantaged indigenous children. By integrating the refined education technical program approach and core project model, we aim to establish a sustainable and scalable solution that can be replicated and implemented in various indigenous contexts. The long-term outcome seeks to create a lasting impact by empowering indigenous communities and ensuring equitable access to quality literacy education. It will contribute to bridging the literacy gap, promoting educational equity, and preserving indigenous cultures and languages in Papua and potentially beyond.

In summary, the desired short-term outcome of the 12-week LEAP Project sprint is the creation of a promising prototype solution that improves the literacy skills of disadvantaged indigenous children in Papua. The long-term outcome involves using the insights and strategies gained from the sprint to refine our education technical program approach and core project model, ultimately creating a sustainable and scalable solution for indigenous disadvantaged children's literacy learning. These outcomes will bring about tangible and lasting changes, positively impacting the lives of indigenous children, promoting educational equity, and preserving cultural heritage in the region.