Testing the Contextual Transferability of Jilin’s Local-Culture Aesthetic Curriculum Model to Indonesian Early-Childhood Teacher Education

Yu Yang; Mochamad Nursalim; Amrozi Khamidi

doi:10.58421/gehu.v5i5.2045

DOI:

https://doi.org/10.58421/gehu.v5i5.2045

Authors

Yu Yang Universitas Negeri Surabaya
Mochamad Nursalim Universitas Negeri Surabaya
Amrozi Khamidi Universitas Negeri Surabaya

Keywords:

Aesthetic education, Contextual transferability, Early-childhood teacher, education, Local culture, PLS-SEM

Abstract

Local-culture aesthetic curriculum models are promoted as a route to culturally grounded teacher preparation. However, little is known about whether such models are judged workable once moved across national borders, and few studies ask whether curriculum, learning, practice and evaluation are appraised as separable considerations or as one orientation. This exploratory study examined how Indonesian preservice early-childhood teachers perceive the contextual transferability of a model developed for vocational preschool-teacher education in Jilin, China, on the explicit condition that its cultural content is re-authored with Indonesian material. Forty preservice teachers completed a twenty-item reflective instrument covering four antecedents—local-cultural enculturation, education–practice integration, curriculum compatibility, and learning compatibility—and one outcome, perceived contextual transferability; four open-ended prompts provided interpretive context, and the data were analyzed using partial least squares structural equation modeling with 5,000 bootstrap subsamples. Reliability and convergent validity were satisfactory (α = 0.875–0.912; CR = 0.915–0.938; AVE = 0.730–0.791), although two pairs of near-identical indicators mean these values are partly attributable to item redundancy. Discriminant validity was not established: heterotrait–monotrait ratios of 0.968–1.030 and inner variance inflation factors of 6.128–8.613 indicate that respondents separated neither the four dimensions from one another nor the outcome from its antecedents. Education–practice integration was the only path with a 95% bootstrap confidence interval excluding zero (β = 0.427; CI [0.082, 0.793]) and is reported as a conditional association rather than an effect. The study therefore documents perceived acceptability rather than implemented curriculum outcomes, and supports a holistic reading in which cultural content, language, resources and institutional partnership are redesigned together. Instrument redesign with non-redundant indicators and larger multisite validation are required before making any dimension-specific claim.

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