Student motivation and cultural awareness in learning the Toba Batak script: The role of multi-stakeholder support
DOI:
https://doi.org/10.24071/icre.v1i1.8Keywords:
cultural awareness, elementary education, motivation, Toba Batak scriptAbstract
This study aimed to examine the motivation, interest, and cultural awareness of elementary school students around Lake Toba regarding learning the Toba Batak script, as well as the role of multi-stakeholder support in its revitalization. A descriptive quantitative design was employed, involving one class from five representative schools across five districts. Data were collected using a 20-item Likert-scale questionnaire covering student interest, motivation, perception, and environmental support for learning the Toba Batak script. The questionnaire was validated by experts and tested for reliability (Cronbach’s alpha ≥ 0.70). Data were analyzed descriptively using mean scores and categorized into four levels: low, medium, high, and very high. Results indicated that students exhibited very high interest and motivation, with most mean scores above 3.40. Students viewed learning the script not only as a technical skill but also as a medium for preserving cultural identity. They preferred culturally contextual and creative learning methods, such as storytelling, games, and visual media. Challenges were identified in teacher competence and intergenerational practice, highlighting the importance of teacher training. Furthermore, strong support from schools, parents, government, and community collaboration was crucial for successful revitalization. These findings suggest that integrating the Toba Batak script into the curriculum, employing interactive learning strategies, strengthening teacher capacity, and fostering multi-stakeholder collaboration can effectively enhance students’ cultural literacy and identity.
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Copyright (c) 2025 Tanggapan C. Tampubolon, Taruly Tampubolon, Kaleb E. Simanungkalit, Dahlia Nopelina Siallagan, Sariayu Sibarani (Author)
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