Ethnopedagogical-Based Contextual Learning Media Model in Hindu Education as a Strategy for Enhancing Teacher Professionalism

Abstract

This study aims to analyze the integration of ethnopedology with contextual learning media in Hindu Religious Education as a strategy for strengthening teacher professionalism. The background of this study is based on the continued dominance of textual and normative teaching practices, a lack of contextual relevance, and the suboptimal use of media based on local wisdom. This study employs a qualitative approach through conceptual analysis, incorporating a literature review of relevant scientific sources from the past five to ten years. Data analysis was conducted using content analysis techniques through the stages of reduction, categorization, and theoretical synthesis. The results of the study indicate that the integration of ethnopedology and contextual learning media produces a learning framework that combines local cultural values, a constructivist approach, and the utilization of technology. This model is supported by social constructivism theory, multimedia learning, dual coding theory, and the TPACK framework. Operationally, implementation is carried out through the stages of cultural exploration, media representation, knowledge construction, value internalization, and authentic evaluation. The research implications indicate that this approach is capable of enhancing the quality of learning to be more meaningful and contextual, while simultaneously strengthening teachers’ professionalism in pedagogical, professional, social, and technological aspects. Keywords: ethnopedagogy, contextual learning media, Hindu religious education, teacher professionalism, TPACK