Kindergarten Teachers Understanding of Bengkulu’s Besurek Batik Cloth Culture: A Deskriptif Analysis

Abstract

This study aims to analyze kindergarten teachers' understanding of the Besurek batik cloth culture of Bengkulu and its implementation in early childhood education. The research employed participatory action research combining a qualitative approach through interviews and a quantitative approach through questionnaires. Quantitative data were collected via questionnaires distributed to 40 kindergarten teachers in Bengkulu City, while qualitative data were gathered through in-depth interviews with 5 kindergarten teachers selected purposively based on several considerations. In addition, observations were conducted to reinforce the questionnaire and interview findings by examining changes in teachers' behavior related to Besurek cloth culture. Data analysis was carried out through cycles and actions involving the research participants. The quantitative questionnaire results indicate that teachers' level of understanding of Besurek batik culture falls into the good category, with 30% classified as highly knowledgeable, 56% as knowledgeable, and 14% as moderately knowledgeable. The aspect most well understood by teachers was the integration of kindergarten learning with batik-making activities, whereas the weakest aspect was understanding of the stages of the batik-making process. The interview results reveal that teachers understand Besurek cloth as a distinctive cultural heritage of Bengkulu, characterized by Arabic calligraphic motifs alongside local flora and fauna designs. The main challenge faced by teachers was technical batik-making skills, particularly in the use of the canting (batik tool) and the regulation of wax (malam). The findings of this study contribute to the development of local culture-based educational studies and offer practical recommendations for cultural education at the kindergarten level.