The Kaca Benggala Model: Revitalizing Javanese Language Learning Through Reflective Digital Pedagogy
DOI:
https://doi.org/10.15294/piwulang.v14i1.42247Keywords:
Kaca Benggala Model, reflective digital pedagogy, language identity, Javanese language, regional language revitalizationAbstract
The rapid expansion of digital communication and the growing dominance of global languages have posed significant challenges to the preservation and development of regional languages, including Javanese. This study examines the implementation of the Kaca Benggala Model as a reflective digital pedagogy designed to strengthen students’ awareness of Javanese language identity through systematic comparison with foreign languages. Employing a descriptive qualitative approach grounded in reflective educational practice, the study analyzes learning activities implemented at SMAN 2 Wonosobo, SMAN 1 Sanden, and SMAN 2 Bantul involving 808 students across all grade levels. Data were collected through classroom observations, learning documentation, teacher reflective records, and students’ reflective responses. Data analysis followed qualitative procedures: data reduction, data display, and conclusion drawing. The findings indicate that the Kaca Benggala Model enhanced students’ language awareness, increased learning motivation, strengthened linguistic identity, and transformed perceptions of Javanese language from a traditional school subject into a contemporary cultural resource capable of coexisting with global languages within digital environments. Students demonstrated increased appreciation for the Javanese language and script through the production of digital content. The study concludes that reflective comparison between local and global languages represents an effective pedagogical strategy for regional language revitalization.
References
Adilazuarda, M. F., Wijanarko, M. I., Susanto, L., Nur’aini, K., Wijaya, D. T., & Aji, A. F. (2025). NusaAksara: A multimodal and multilingual benchmark for preserving Indonesian indigenous scripts. In Proceedings of the 63rd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers) (pp. 28371–28401). Association for Computational Linguistics.
Andriyanti, E. (2019). Language shift among Javanese youth and their perception of local and national identities. GEMA Online Journal of Language Studies, 19(3), 109-124.
Aprilia, B., & Firmansyah. (2024). The role of intergenerational communication in local language preservation: A case of Javanese language maintenance in Sidorejo Hamlet. Communicative: Jurnal Komunikasi dan Penyiaran Islam, 5(2), 76–81.
Chang, M. M., & Hung, H. T. (2019). Effects of technology-enhanced language learning on second language acquisition: A meta-analysis. Educational Technology & Society, 22(4), 1-17.
Chapelle, C.A. (2009). The relationship between second language acquisition theory and computer-assisted language learning. The Modern Language Journal, 93 (s1), 741-753.
Dooly, M., & O’Dowd, R. (2018). In this together: Teachers’ experiences with transnational, telecollaborative language learning projects. Peter Lang.
Farrell, T. S. C. (2020). Reflective practice in language teaching: From research to practice. Bloomsbury Academic.
Fishman, J.A. (1991). Reservasing language shift: Theoretical and empirical foundations of assistance to threatened languages. Multilingual Matters.
Godwin-Jones, R. (2018). Using mobile technology to develop language skills and cultural understanding. Language Learning & Technology, 22(3), 1-17.
Hanafi, U., Tjitrawati, & Fuadhiyah, U. (2024). Penerapan metode Teams Games Tournament berbantuan Uno Stacko dalam meningkatkan motivasi belajar Bahasa Jawa. Piwulang: Jurnal Pendidikan Bahasa Jawa, 12(2). https://doi.org/10.15294/zqcf4q60
Insani, N. H., & Kholiq, Y. N. (2025). Exploring Learning Difficulties and Causal Factors in Javanese Scripts : Student and Teacher Perspectives in Indonesian High School. Jurnal Pemberdayaan Masyarakat, 4(3), 642–662. https://doi.org/10.46843/jpm.v4i3.511
Iryani, E., & Sukoyo, J. (2023). Analisis gaya belajar siswa serta aplikasinya pada pembelajaran menulis aksara Jawa. Piwulang: Jurnal Pendidikan Bahasa Jawa, 11(1), 17–34.
Joseph, J.E. (2004). Language and identity: National, ethnic, religious. Palgrave Macmillan.
Kholiq, Y. N., Utami, M. R. S. B., & Fateah, N. (2024). Peningkatan Penguasaan Unggah-Ungguh Basa Melalui Metode Niteni, Niroke, Nambahi Berbantu Media Kartu. Jurnal Pendidikan Bahasa Bali Undiksha, 11(2), 116–127. https://doi.org/10.23887/jpbb.v11i2.83814
Ming, L., Cheung, E., & Shi, H. (2025). Co-creating stories with generative AI Reflections from undergraduate students of a storytelling service-learning subject in Hong Kong. Australian Review of Applied Linguistics, 47(3), 259–283. https://doi.org/https://doi.org/10.1075/aral.24101.che
Musyarofah, Y. H., Suwarna, & Widyastuti, S. H. (2025). Implementation of teaching modules with the TPACK approach in tembang macapat learning. Piwulang: Jurnal Pendidikan Bahasa Jawa, 13(2), 227–240. https://doi.org/10.15294/piwulang.v13i2.27624
Nadhiroh, U. (2021). Peranan pembelajaran Bahasa Jawa dalam melestarikan budaya Jawa. JISABDA: Jurnal Ilmiah Sastra dan Bahasa Daerah, 3(1). https://doi.org/10.26877/jisabda.v3i1.9223
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Mattersd
Rumsari, W., & Mahmudah, F. N. (2021). Javanese language learning strategy management to improve skills during the COVID-19 pandemic. Piwulang: Jurnal Pendidikan Bahasa Jawa, 9(1), 53-60. https://doi.org/10.15294/piwulang.v9i1.44456
Santosa, C. D., Insani, N. H., Mujimin. (2026). Efektivitas model pembelajaran literasi aksara Jawa berbasis multimodal: studi eksperimen pada peserta didik SMP Negeri 24 Semarang. Prasi: Jurnal Bahasa, Seni, dan Pengajarannya, 21(1), 1-16. https://doi.org/10.23887/prasi.v21i01.105931
Setiawan, B., & Insani, N. H. (2025). Monopoly Media “Unggah-Ungguh Basa” on Speaking Skills of “Bahasa Jawa Ragam Krama” in Junior High Schools. Journal of Educational Research and Evaluation, 9(3), 463–471. https://doi.org/https://doi.org/10.23887/jere.v9i3.94870 Monopoly
Shadiev, R. (2020). Review of Studies on Technology-Enhanced Language Learning. Sustainability, 12(2), 524.
Sholahunnisa, A., & Insani, N. H. (2025). Pengembangan Media Pembelajaran Video Animasi 2 Dimensi Berbasis Computing dan Slideshow Materi Cerita Rakyat Semarangan. Piwulang: Jurnal Pendidikan Bahasa Jawa, 12(1). https://doi.org/10.15294/d0mzj617
Sulistyowati, S., Winarti, D., & Prakoso, I. (2025). Adaptation strategies for Javanese language maintenance: Strategi adaptasi untuk pemertahanan bahasa Jawa. Widyaparwa, 53(1), 29–44.
Surur, A., Wulandari, R., Rofiah, T., & Triani, D. (2023). Pengembangan Media Interaktif Aksara Jawa Berbasis Multimedia Terhadap Hasil Belajar. Piwulang : Jurnal Pendidikan Bahasa Jawa, 11(2), 218-232. https://doi.org/10.15294/piwulang.v11i2.71622
UNESCO. (2022). Global education monitoring report 2022: Technology in education – A tool on whose terms? UNESCO.
UNESCO. (2025). Language matter: Global guidance on multilingual education. UNESCO.
UNESCO. (2025, February 18). New UNESCO report calls for multilingual education to unlock learning and inclusion.UNESCO. https://www.unesco.org/en/articles/new-unesco-report-calls-multilingual-education-unlock-learning-and-inclusion
