Minangkabau Proverb: Stimulating High School Students’

Critical Thinking and Spatial Thinking

Silvia Marni

, Muhammad Aliman

, Emil Septia

, Ninit Alfianika

Postgraduate Indonesian Language Education, State University of Malang, Indonesia

Postgraduate Geography Education, State University of Malang, Indonesia

STKIP PGRI Sumatera Barat, Indonesia

Keywords: Proverb, Critical Thinking, Spatial Thinking, Learning

Abstract: Critical thinking and spatial thinking need to be developed by utilizing local wisdom, one of which isusing

proverb. This research aims to describe and explain the forms of critical thinking andspatial thinking is

found in Minangkabau proverb and integrates the meaning of critical thinking and spatial thinking in the

learning. This research is a qualitative descriptive research that uses content analysis. The data is obtained

from a collection book containing 1000 Minangkabau proverbs. The results of the research in the form of

Minangkabau proverb which contains elements of critical thinking and spatial thinking are integrated into

Indonesian language learning and geography learning in high school. The implication of this study is that

the teacher plays an important role in integrating the Minangkabau maxim in each of its learning because it

can improve students' critical thinking and spatial thinking skills.

1 INTRODUCTION

The development of education in the 21st century

requires students to have abilities in various fields.

These abilities are the ability to think critically, think

creatively, think logically, think analytically, and

think spatially. These capabilities can equip students

to face global competition (World Economic

Forum). However, the thinking ability needed is the

ability to think critically and think spatially to

support learning activities (Aliman et al., 2019a;

Gojkov et al., 2015; Jo and Bednarz, 2014). There

have been various ways done in order to develop

and improve these capabilities.

Problem of Research

Critical thinking is a reflective thought (Ennis,

1985). Think about your own thoughts. That is,

when one uses his thinking ability, it will involve a

strong analysis and a sharp knot of what is in front

of them and their minds (Ennis, 1985). Critical

thinking can have a positive effect on student

opinions (Kaya, Hatice, Ayla, 2011). In order to

improve students 'critical thinking skills, teachers

need to plan and deliver curriculum programs that

can support students' critical thinking capacity (Gul

et al., 2010). In addition, the development of

students' critical thinking skills can be learned from

several things, including meta competence, special

competence and personal feelings (Gedik, 2013).

Critical thinking studies have put forward critical

thinking skills by designing instruments (Albergaria-

Almeida, 2011), preparing valid evaluation tools

(Shin, Park, & Kim, 2015), critical thinking in initial

teacher education (Nedelova & Denisa, 2017), and

defining critical thinking indicators (Gojkov et al,.

2015). So far, there has been no research on the

provision of stimulus to train students' thinking

skills through the understanding of local wisdom. In

fact, learning that uses the environment as a source

of learning has not been done much by teachers.

Spatial thinking also uses the individual's ability

to think in the process of thinking. Spatial thinking

is a process of thinking in reconstructing,

interpreting in taking policy to solve a problem

related to geosphere phenomena (Bednarz, 2015;

Bodzin, Fu, Kulo, & Peffer, 2014). In addition,

spatial thinking is an individual cognitive skill in

understanding the space, using representational tools

and tactical in-process (National Research Council,

2006: 12).

Spatial thinking ability can be improved in

formal study room. Spatial thinking has not been a

systematic thought of school children. Therefore, it

660

Marni, S., Aliman, M., Septia, E. and Alﬁanika, N.

Minangkabau Proverb: Stimulating High School Students’ Critical Thinking and Spatial Thinking.

DOI: 10.5220/0009094906600666

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 660-666

ISBN: 978-989-758-405-3

needs to be taught formally and integrated into the

school curriculum (National Research Council,

2006). During this time, efforts to improve spatial

thinking abilities have been made for geographers

(Huynh & Sharpe, 2013; Jo & Bednarz, 2014b),

spatial thinking pedagogy on pre-service teachers

(Jo & Bednarz, 2014a), geographic textual indicator

(Jo & Bednarz, 2011). However, efforts to improve

the student's spatial thinking ability through the

integration of Minangkabau local wisdom have not

been much researched.

Spatial thinking processes in humans tend to

work after a memory storage processes over events/

events memory or phenomena. Similarly, the

process will work when experiencing dissatisfaction

with knowledge, high curiosity, and facing

problems. The formation of critical thinking

processes and spatial thinking in student cognition

can be described in the form of thinking indicators.

This article uses critical thinking indicators such as

interpretation, self-regulation, evaluation, inference,

explanation, and analysis (Facione, 1990). While the

spatial thinking indicators that been used are scale,

spatial interaction, comprehensive, application,

representation, and analysis (Huynh & Sharpe,

2013).

Critical thinking skills and spatial thinking have

things in common. Critical thinking ability can be

identified by seeing how someone responds to a

problem. While, a person's spatial thinking ability is

reflected in sensitivity and preparedness in every

situation and condition. These two capabilities are

competencies face complex challenges, for example:

determining the location of public services and

planning for sustainable areas. Critical thinking

ability are part of 21st century competencies, while

spatial thinking ability are part of collaborative

competencies which are also part of 21st century

competencies. Therefore, these two thinking abilities

must be instilled in students early on. There have

been various ways done in order to develop and

improve these capabilities. For example, critical

thinking skills can be improved through cooperative

learning (Aunurrahman, Hamied, & Emilia, 2017),

while spatial thinking skills can also be improved by

the use of geography information system (GIS)

(Huynh & Sharpe, 2009). The use of models and

learning media functions to enhance critical thinking

skills and spatial thinking. In addition, another way

that can be done is to integrate the Minangkabau

proverb into the learning process at school.

Minangkabau proverb is an ancestral culture that

was born form the knowledge and experience of its

people long ago. Integrating the Minangkabau

proverb maxim in learning is one of the efforts in

preserving local wisdom (Aliman et al., 2019c).

The proverb is the result of people's thoughts that are

formed from experience and learning on natural and

environmental conditions since a long time ago. This

is what forms the philosophy of the Minangkabau

community known as "Alam Takambang jadi guru"

which means that the natural environment can be a

source of learning. The proverb of Minangkabau is

local wisdom that must be inherited. Local wisdom

contains noble values that can shape the character of

the younger generation so it needs to be preserved.

However, the philosophy will be marginalized by

the times. This is due to the lack of transfer of local

culture to the younger generation. Therefore, local

wisdom needs to be preserved.

Preservation can be done in many ways one of

which is by integrating it into learning at school.

Integrating local wisdom values is assumed to

stimulate students' thinking activities. Integration of

value in Minangkabau proverb can be in the form of

developing critical thinking skills and spatial

thinking skills. Both of these thinking skills will

shape the moral and sensitivity of students (caring)

towards the surrounding environment so that they

will be a generation that is able to compete against

the challenges of the times (Aliman et al., 2019b).

2 METHODOLOGY

This research is a qualitative descriptive research

that uses content analysis techniques (Krippendorff,

2003). The data source was obtained from a

collection of 1000 Minangkabau proverbs written by

Hakimy (2006). This research data is in the form of

Minangkabau proverb which contains elements of

critical thinking and spatial thinking.

Minangkabau Proverb: Stimulating High School Students’ Critical Thinking and Spatial Thinking

661

Figure 1: Research plot

The data are collected by reading 1000

Minangkabau proverbs. Then the proverbs are

classified into five areas of life, namely the socio-

cultural field, the economic field, the socio-political

field, the religious field, and the law / defense sector

(Hakimy, 2006). From the classification, a proverb

that contains elements of thinking is chosen. The

thinking elements found in the proverb include

logical thinking, creative thinking, analytical

thinking, critical thinking, and spatial thinking. After

that, the same types of thinking are found in each

proverb and studied in depth. The proverb is

described and explained based on indicators of

critical thinking and spatial thinking. The results of

the description and explanation are integrated into

the competencies that high school students must

achieve. The process of reduction and data analysis

are explained on table 1.

Table 1: Reduction process and data analysis

Data source

Data unit

Sampling

Data reduction

Inference

drawing

Analysis

1000

Minangkabau

proverb

Social Cultural

Alun Takilek Lah Takalam

Critical, spatial, analytic,

creative

Thingking

critically and

thingking

spatially

Economy

Gabak di hulu tando ka hujan

Critical, analytic, spatial,

logical

Social political

Cewang dilangik tando ka

paneh

Critical, spatial, logical,

analytic

Religion

Adat lurah timbunan aia

Critical, logical, spatial

Law and

defence

Alu tataruang patah tigo,

samuik tapijak indak mati

Creative, critical, spatial

Source: adapted from (Krippendorff, 2003)

In the process of reducing table 1 data, the

proverb that is sampled contains forms of critical,

spatial, analytical, logical, critical and creative

thinking. However, from the five samples, critical

thinking and spatial thinking are always present in

all samples.

3 RESULTS OF RESEARCH

Based on data collection and data analysis, there

were found several Minangkabau proverb which

contained elements of critical thinking and spatial

thinking. The discussion of findings can be divided

into two sections. First, the meaning of

Minangkabau proverbs which contain critical

thinking and spatial thinking elements. Second, the

integration of Minangkabau proverbs tolearning

process in high school.

Minangkabau

Proverb

Semiotics

Data

Collection

Content

analysis

Denotation

Connotation

Proverb category based on

critical thinking and spatial

thinking indicator

Integration of

Indonesia Language

Learning

- Deskription

- Exsplanation

Integration of

Geografy Learning

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3.1 The Integration of Critical Thinking in Indonesian Language Learning

Table 2: Research Findings

Proverb

Critical thinking

Spatial thinking

Alun Takilek Lah Takalam

Interpretation, evaluation, self-

regulation

Analysis, Representation,

Comprehension

Gabak Di Hulu Tando Ka Hujan

Interpretation, evaluation, analysis,

inference

Application, analysis, spatial

interaction

Cewang Dilangik Tando Ka Paneh

Interpretation, evaluation, analysis,

inference

Application, analysis, spatial

interaction

Adat Lurah Timbunan Aia

Interpretation, evaluation, inference,

explanation, self-regulation

Spatial interaction, application

Alu Tataruang Patah Tigo, Samuik

Tapijak Indak Mati

Interpretation, evaluation, self-

reflection, explanation

Analysis, Application

Source: researcher’s analysis, 2018

Table 3: The form of integrating the proverb into Indonesian language learning

Proverb

Grade

Indonesian language learning in high school

Alun Takilek Lah Takalam

4.5 Reconstruction implicit meaning in anecdotal text

Gabak Di Hulu Tando Ka Hujan

4.4 Producing explanation text orally or in written form by

paying attention to its structure and language

Cewang Dilangik Tando Ka Paneh

3.4 Analyzing the structure and language of explanation text

Adat Lurah Timbunan Aia

4.1 Replicating the content of scientific book read in the form

of review

Alu Tataruang Patah Tigo, Samuik

Tainjak Indak Mati

4.10 Delivering an offer, agreement, and closing in an

argumentative text orally or in written form

Based on table 3, one example of the proverbial

integration in learning is "Gabak Di Hulu Tando Ka

Hujan" by using the learning steps below based on

the Synectic model on Basic Competence 4.4 class

XI.

Table 4: the steps of Synectic Learning Model

Syntax

Activity Step

Students’ activities

Step 1

Describing the

current situation

- Students answer questions raised by the teacher regarding the process of rain

- Students answer teacher questions regarding signs of rain.

- Students respond to the teacher's statement about how to know the natural

symptom of rain

Step 2

Direct analogy

- Students are invited to express a direct analogy about the signs of rain

- Students and teachers design a draft explanatory text based on direct analogy

- The teacher describeone sign of the occurrence of rain with the proverb

"Gabak di hulu tando ka Hujan"

- The teacher explains the meaning of the saying “Gabak di hulu tando ka

hujan”

Step 3

Personal analogy

- Students bring up another analogy to compare with the wisdom given by the

teacher to explain the process of rain

Step 4

Dense topic

- Students make several signs and describe them in the text of the process of the

rain based on direct analogies and personal analogies

Step 5

Direct analogy

- Students explore the characteristics of the chosen analogy

Step 6

Examining the

initial task

- Students discuss with the teacher, students re-examine the explanatory and

linguistic elements

- Students and teachers reflect on the explanatory text using the Minangkabau

proverb

The integration of the Minangkabau proverb in

Basic Competencies 4.4 Indonesian language

learning Class XI can be done using the synectic

learning model. In the second stage, namely the

direct analogy, the teacher ask students to make

direct analogies based on the proverb "Gabak di

hulu tando ka hujan". In this way, students will

easily arrange explanation text with the topic "The

Minangkabau Proverb: Stimulating High School Students’ Critical Thinking and Spatial Thinking

663

Process of Rain". At the end of the stages teachers

and students reflect on the preparation of

explanatory texts using Minangkabau proverbs.

3.2 The Integration of Spatial Thinking in Geography Learning

Table 5: The form of integrating the proverb into Geography learning

Proverb

Grade

Geography learning in high school

Alun Takilek Lah Takalam

3.3 Understanding the steps of geography research using maps

Gabak Di Hulu Tando Ka Hujan

3.7 Analyzing the dynamics of the hydrosphere and its impact on

life

Cewang Dilangik Tando Ka Paneh

3.6 Analyzing atmospheric dynamics and their impact on life

Adat Lurah Timbunan Aia

3.5 Analyze the dynamics of the lithosphere and its impact on life

XII

3.1 Understanding regional and territorial concepts in national,

provincial and district / city spatial planning

Alu Tataruang Patah Tigo, Samuik

Tainjak Indak Mati

3.2 Analyzing the distribution of flora and fauna in Indonesia and

the world based on the characteristics of the ecosystem

Based on table 5, one example of the integration

of the proverb "Adat lurah timbunan aia" can be

described in the learning step below which uses the

Project based learning learning model on 3.1 class

XII basic competencies.

Table 6: Steps of Project Based Learning Model

Syntax

The activity stage

Students’ activities

Step 1

Making questions

- Students answer questions raised by the teacher about the causes of

flooding in West Sumatra, especially in the City of Padang.

- Students answer teachers questions about any area in Padang City that

impacted flooding.

- Students give a response to the teacher's statement on how to find a flood

and find out which areas are safe from flooding in the City of Padang.

Step 2

Designing project

activities

- Students and their groups designed the project to find out the location of

the flood in Padang City by designing a project to create a thematic map

of the location of floods in the City of Padang.

- Together with each group, students understand the process of making

thematic maps and provide tools and materials used to make thematic

maps.

Step 3

Arrangeing a schedule

of activities

- Students describe the steps for making thematic maps of flood locations

and schedule the completion of the project.

Step 4

Observing project

activities

- Students monitor the thematic making of a thematic map of flood area of

the city of Padang by following the manufacturing steps.

Step 5

Testing the product

- Students present the results of their projects in front of the class.

- Other students and teachers provide suggestions on the results presented

Step 6

Reflecting on the

product

- Students discuss with the teacher, reflect on the project process carried

out.

- Students and teachers reflect on the content of the thematic map and

review the theme of the map by comparing it with the theory and reality

in the field.

- Students discuss with the teacher to study the causes of flooding at the

location on the map and relate it to the local wisdom of Minangkabau

(Proverb), one of which reads "Adat lurah timbuinan aia"

The integration of the Minangkabau proverb as a

spatial thinking stimulus is illustrated in the sixth

step, which is product reflection. In the sixth step,

the teacher explains to the students that the ancestral

local wisdom has provided a clue that the proverb

"Adat lurah timbunan aia" implies that the valleys

and ravines are areas that are easily filled with

water. Therefore, the use of valleys and ravines is

ICELS 2019 - International Conference on Education, Language, and Society

664

not suitable to be used as residential settlements

because it can cause flooding, loss of life and

material casualties. In the end, the teacher

collaborates on the findings on thematic maps, the

location of settlements and relates them to the

meaning of the proverb.

4 DISCUSSION

Minangkabau proverbs that contain characters can

be integrated into learning. The proverb value and

meaning are used as stimulus of students’ critical

thinking spatial thinking. From the analysis carried

out integrating the proverb can be done on

Indonesian and Geography subjects.

This research focuses on stimuli for critical

thinking and spatial thinking. From the findings of

this research, learning Indonesian and Geography is

assumed to be appropriate for practicing these

abilities. This is in accordance with the achievement

of Indonesian and Geography learning compiled in

basic competencies by integrating the value and

meanings of the Minangkabau proverb into the

learning syntax.

The meaning of the proverb provides contextual

stimuli to students, especially students who are in

the Minangkabau natural environment. Students will

know and love their customs and culture that are rich

in moral and character messages. As concluded by

Oyserman (2016) that culture can change one's

mindset according to the situation they face, both the

same cultural situations and different cultures. This

certainly has a positive impact on the development

of students' thinking in comprehend meaning in each

learning and make them be a better person in the

future.

Cultural learning opens students' insight into the

world with a variety of customs. The uniqueness and

distinctiveness of certain cultures are very important

to be taught in schools to motivate students and

teachers (Gedrovics, 2005). This will createlearning

in accordance with the national curriculum in

indonesia. Learning that integrates cultural elements

can improve the balance of both cognitive,

psychological and social levels, ideas, values,

behaviors that must be consistent with individual

needs (Pornpimon, et al., 2014).

5 CONCLUSIONS

From the findings and discussion, a number of

things can be concluded. First, the local wisdom in

the form of proverb can foster character for the

younger generation in facing the challenges of the

21st century. Second, the Minangkabau proverb that

contains elements of critical thinking and spatial

thinking are classified in five areas of life, namely

socio-cultural fields, economics, socio-political

fields, fields religion, and law / defense. The proverb

is: alun takilek lah takalam, gabak di hulu tando ka

hujan, cewang di langik tando ka paneh, adat lurah

timbunan aia, alua tataruang patah tigo samuik

tainjak indak mati. Third, the meaning of

Minangkabau proverbs is in line with the elements

of critical thinking and spatial thinking. Fourth, the

Minangkabau proverb can be used as a learning

resource to stimulate critical thinking skills and

spatial thinking of high school students. Fifth, this

research can be further developed in making local

wisdom-based teaching books.

ACKNOWLEDGEMENTS

Thank you to the Lembaga Pengelola Dana

Pendidikan (LPDP) Ministry of Finance of the

Republic of Indonesia.

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