Culture-Infused Blended Learning to Enhance Moral Responsibility, Empathy, and Discipline among Elementary Teacher Education Students: An Experimental Study
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Objective: This study examined whether a Culture-Infused Blended Learning Approach (CIBLA) that integrates Madurese cultural values into technology-enhanced instruction improves moral responsibility, empathy, and discipline among elementary teacher education students.
Methods and Materials: A true-experimental posttest-only control group design was used. Fifty-four third-semester elementary teacher education students at STKIP PGRI Bangkalan (mean age 20.4 years) were matched and randomly assigned to an experimental (n=27) and a control group (n=27). The experimental group received 16 sessions of CIBLA combining face-to-face and online learning with local cultural values (work ethic, respect for elders and teachers, mutual cooperation, and traditional arts), while the control group received conventional blended instruction. Moral values were assessed using a validated 24-item scale (three 8-item subscales for responsibility, empathy, and discipline; 5-point Likert; Cronbach’s alpha=0.96). Data were analyzed with independent-samples t tests, Cohen’s d, and ANCOVA controlling for pretest scores.
Findings: Posttest scores were substantially higher in the experimental than control group for responsibility (34.07 vs. 17.59), empathy (35.33 vs. 17.37), discipline (35.70 vs. 17.33), and total moral values (105.11 vs. 52.30; all p<0.001). Effect sizes were large for the three subscales (d=0.61–0.67) and very large for the total score (d=1.00). ANCOVA confirmed significant treatment effects across all dimensions (p<0.001).
Conclusion: CIBLA produced strong gains in students’ moral responsibility, empathy, and discipline beyond conventional blended learning. Embedding local cultural wisdom within digital and face-to-face instruction appears to be a promising strategy for character education in higher education.
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