Abstract:
Abstract: Grounded in constructivism and considering the context of
literature studies, the current research examines the direct and indirect
impact of students’ perception of their teachers’ indigenous knowledge
and cultural competencies on their learning outcomes via an underlying
mechanism of student engagement. The current study aims to provide
insightful recommendations for academicians and school
administrative bodies to provide necessary teacher training and
development facilities so they can better transfer their knowledge to the
students. Furthermore, the current study brings several theoretical and
practical advances in the context of literature studies. Utilizing a timelagged quantitative research design, data were collected from the 536
literature students from the higher educational institutions of Indonesia.
Moreover, data were analyzed using structural equation modeling in
SmartPLS3 software. The results revealed that students’ perception of
their teachers’ indigenous knowledge and cultural competency
positively influences their learning outcomes in terms of cognitive,
social, and interpersonal skills. Besides, no significant differences were
found between the impact of teachers' indigenous knowledge and
cultural competencies on students learning outcomes reflecting the
utmost importance of both study constructs in enhancing students’
abilities. Moreover, results also revealed the significant mediatory role
of students' engagement between their perceptions of teachers’
indigenous knowledge and cultural competencies to enhance their
learning outcomes.
Keywords: Teachers Indigenous knowledge, teachers’ cultural
competencies, students’ engagement, students’ learning outcomes,
theory of constructivism.
