Relevant bibliographies by topics / Education and folklore

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Academic literature on the topic 'Education and folklore'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Education and folklore"

Kovačič, Bojan, and Nejc Černela. "Stališča strokovnih delavcev do folklorne dejavnosti v osnovnih šolah s posebnim programom vzgoje in izobraževanja / Views of professionals regarding folklore activities in primary schools with a special education program." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 17, no. 34 (June 30, 2021): 91–113. http://dx.doi.org/10.26493/2712-3987.17(34)91-113.

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The paper examines the views of professionals in primary schools with a special education program in relation to folkloric activities and content. The research involved 240 professionals from all 28 Slovenian educational institutions implementing the program. Respondents rated their agreement on statements related to formal education and folklore activities, inclusion of folklore content and activities, attitudes towards folklore and classroom work, and use of folklore content for therapeutic purposes on a 5-point scale. The main findings relate to the fact that during institutional training, professionals did not acquire sufficient knowledge to teach folkloric content when working with students with special needs, suggesting that there are still many opportunities for progress in the integration of folkloric content and activities, with a focus on folk dances, folk songs, folk games and customs and habits, in institutions that implement the special education program of education. This is confirmed by the fact that the professionals have a very positive attitude towards folklore in general. The results can represent a starting point for future research, which would confirm the need for an interdisciplinary approach in different scientific fields (special and rehabilitation education, music didactics, folklore, ethnochoreology, music therapy, psychology and kinesiology).

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Sanjaya, Dewa Bagus, I. Kadek Suartama, I. Nengah Suastika, Sukadi Sukadi, and I. Putu Mas Dewantara. "The implementation of balinese folflore-based civic education for strengthening character education." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 303–16. http://dx.doi.org/10.18844/cjes.v16i1.5529.

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The objective of this study is to analyse the affectivity of satua (Balinese folklore)-based character education in the instructions of civic education in primary schools in Buleleng Regency, Bali. This study used the experimental design in testing the affectivity of folklore-based instructions in the competency and character of primary school students. The instruments used to collect data in this study were questionnaires, test of learning outcomes, score inventory and self-evaluation. The questionnaire was designed to find out the feasibility of folklore-based instructions. The test on learning outcomes was used to find out their scores. The data analysis used the multivariate analysis of variance. The results of the study indicated that a) learning using Balinese folklore is better than conventional learning in students’ civic knowledge, b) learning using Balinese folklore is better than conventional learning in students’ attitude and c) learning using Balinese folklore is better than conventional learning in students’ skills. Keywords: Balinese folklore, civic education, character education

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Retno M, Laura Andri. "Cerita Rakyat Ondorante Pembentuk Pola Perilaku dan Identitas Masyarakat." Nusa: Jurnal Ilmu Bahasa dan Sastra 12, no. 3 (August 1, 2017): 39. http://dx.doi.org/10.14710/nusa.12.3.39-49.

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Folklore has a position and a really important function for its proponent people. One of those folklores that exist in Pati, Central Java, is a folklore called Ondorante. In addition to completely describe the story, this research also intend to discover the transmission process and the funtions that appear in the Ondorante. Finally, through qualitative descriptive approach by interview, observation and bibliographical techniques, it appears that the folklore doesn’t only play its role as an entertainment, education, reflection or ritual, but also offers a consciousness to the people about the past, about who were their ancestors and the origin of how their native land formed.

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Henken, Elissa R., and Mariamne H. Whatley. "Folklore, Legends, and Sexuality Education." Journal of Sex Education and Therapy 21, no. 1 (March 1995): 46–61. http://dx.doi.org/10.1080/01614576.1995.11074135.

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Darojat, Stillia Mubarokah, Suyitno Suyitno, and Slamet Subiyantoro. "The Education Value of “Ki Bodronolo” Folklore." International Journal of Multicultural and Multireligious Understanding 6, no. 2 (May 29, 2019): 700. http://dx.doi.org/10.18415/ijmmu.v6i2.730.

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This study aims to describe the folklore of Ki Bodronolo and examine the educational value contained in it so that it is useful for people, especially people of Karangkembang village, Alian Disctrict, Kebumen Regency, and the educational environment especially for teachers and students. This is a descriptive qualitative study using content analysis method. There are two aspects analyzed. They are the folklore of Ki Brodonolo, the educational value of the folklore of Ki Brodonolo, and the relevance of the folklore of Ki Brodonolo in the literature learning in junior high school. From the study, it can be concluded that: the folklore of Ki Brodonolo contains various educational value which are moral educational value, custom/tradition educational value, religious educational value, and heroic educational value. In addition, the folklore of Ki Madusena Astrabaya is also relevant as a literature learning material for junior high school students.

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Yusupovna, Abdurakhmonava Dinora. "Examples Of Folklore In The Textbook "OʻQish Kitobi" Of Uzbek Primary Schools." American Journal of Interdisciplinary Innovations and Research 02, no. 11 (November 30, 2020): 154–59. http://dx.doi.org/10.37547/tajiir/volume02issue11-26.

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The younger generation is the foundation of our future. Thus we need to pay more attention to primary education. The main part of the important task of educating primary school students is carried out in reading classes. The textbooks also cover a wide range of folklore that students love to read. Folklore includes fairy tales, epics, legends, narrations, songs, folk songs, riddles, parables, anecdotes and stories. Folklore has long been a source of education.

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Agustina, I. Wayan, I. Made Sutama, and I. Wayan Rasna. "ANALYSIS OF CHARACTER EDUCATIONAL VALUES IN FOLKLORE AND THE RELEVANCE IN THE FORMATION OF STUDENT’S CHARACTER IN VOCATIONAL HIGH SCHOOL." Jurnal Penelitian dan Pengembangan Sains dan Humaniora 3, no. 1 (April 24, 2019): 36. http://dx.doi.org/10.23887/jppsh.v3i1.17362.

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This study aimed to (1) describe the values of character education contained in the folklore that used as subject material in Ganesha Vocational High School and (2) the relevance of the values of character education in the folklore in the development of student character. The design of this research is descriptive-qualitative. The subjects of this study are 10 folklores used in Ganesha Vocational High School and teachers of Indonesian subjects in Ganesha Vocational High School. The object of this study is the values of character education contained in the folklore and its relevance to the formation of student characters. Data collection methods used are documentation and interview method. Data analysis is done descriptively-qualitative. At the data reduction stage, identification stage is performed, data matching the problem is observed and classified and at the conclusion draw stage. The results showed that from ten folklore stories analyzed there are values of character education as follows; (1) religious (faith, piety, and thanksgiving); (2) responsibility; (3) social concern (public interest, helpers, willing to sacrifice, cooperation, sharing, and loving); (4) honest; (5) curiosity; (6) the spirit of nationality; (7) love the homeland; (8) independent; (9) discipline; (10); love peace; (11) hard work; (12) creative; (13) friendly / communicative; (14) tolerance; (15) appreciate achievement; (16) care about the environment; (17) like to read; (18) democratic. The results of interviews with teachers of Indonesian subjects in Ganesha Vocational High School, folklore contain the values of advice that can be used as teaching materials, so it has relevance for the development of student character. The conclusion of this study shows the value of characters contained in the story of the people of the Indonesian archipelago is very relevant to be a mirror in everyday life.

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Setyawan, Arief, Sarwiji Suwandi, and St Y. Slamet. "CHARACTER EDUCATION VALUES IN PACITAN FOLKLORE." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 18, no. 1 (November 10, 2017): 90. http://dx.doi.org/10.24036/komposisi.v18i1.7925.

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Young, M. "The Value in Things: Folklore and the Anthropological Museum Exhibit." Practicing Anthropology 7, no. 1-2 (January 1, 1985): 19–20. http://dx.doi.org/10.17730/praa.7.1-2.h42715107543560l.

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In anthropological museums material objects serve to depict relationships between people, objects, and the physical world. Thus there is an obvious link between the museological side of anthropology and that branch of folklore or folklife studies which focuses on material culture. Both study objects as indices of the minds of their makers. Recently, however, the proponents of both of these subdisciplines have been taken to task for an over-emphasis on the object in and of itself which leads them to ignore or obscure the "environment" within which that object originally existed. Folklorists who wish to discern both the form and meaning of material items and those who recognize the importance of studying all aspects of a multi-faceted event have benefited from the performance-centered approach which extends its focus from the folkloric item to the total context within which that item was generated. It is this approach which enables folklorists to view verbal or visual forms in relationship to various cultural processes and to address topics in ethnoaesthetics, ethics, and education which folklore shares with anthropology and museology. The following is a brief discussion of the way in which concepts from folklore theory can be used in the anthropological museum exhibit to present a more dynamic and accurate picture of the relationship between people and things.

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Theophano, Janet. "Folklore and Learning." Practicing Anthropology 7, no. 1-2 (January 1, 1985): 14–22. http://dx.doi.org/10.17730/praa.7.1-2.u012p12176605176.

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Folkloristics can and has made contributions to the field of education. In particular, the study of children's culture and the concept of performance have been used in analyzing and understanding educational issues and problems.

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Dissertations / Theses on the topic "Education and folklore"

Lines, Linda. "Folklore-in-education : a teaching tool in the classroom /." Internet access available to MUN users only, 2002. http://collections.mun.ca/u?/theses,166268.

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McInnes, J. Andrew. "Conscious and unconscious use of stories in Outward Bound: a folkloric examination of the personal experience stories of outdoor adventure education Iistructors /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589975592.

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Bryce, Christy. "Lucky Pennies and Four Leaf Clovers: Young Children's Understanding of Superstitions." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/619.

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The development of organized, explanatory systems of knowledge is an integral part of human nature; it allows us to categorize objects and events and to make predictions based on our experiences. In our society, the quest for answers to the questions "How?" and "Why?" begins early in life. By the preschool years, children are actively seeking and providing explanations for an abundance of physical and social events, and they are developing knowledge of causal forces at work in the environment (Bullock, Gelman, & Baillargeon, 1982; Rosengren & Hickling, 1999). Paradoxically, at about the same age at which children demonstrate they have a fundamental understanding of natural causal forces operating in the world, they are introduced by our culture to concepts and beliefs that seem to contradict their early theories. For example, children learn of popular superstitions (e.g., a four-leaf clover bringing good luck) that employ causal mechanisms outside the realm of natural laws governing the physical world. This concept raises the question of whether or not children with a fairly sophisticated understanding of normal causal forces believe in superstitions and, if so, how they reconcile these supernatural beliefs with their knowledge of natural causal relations. The aim of this study was to examine young children's understanding of superstitions. Children between the ages of 5 and 9 received a set of interview questions concerning their experiences with superstitions (e.g., "Do you know what a superstition is?"); their beliefs about the efficacy of superstitions (e.g., "Do superstitions always come true or just some of the time?"); and their knowledge of the mental and physical components of superstitions (e.g., "Do you have to believe it will come true for it to really happen?"). Participants also completed a belief task designed to assess the relative importance of belief and action in superstitions. The findings indicate developmental patterns in childrenn's awareness of superstitions and beliefs in efficacy of superstitions. With age, children demonstrated a significantly greater awareness of superstitions. In contrast, children demonstrated a significant decrease in beliefs in the efficacy of superstitions by the age of seven. Regarding children's perceptions of the necessary components of superstitions, there were important similarities in the developmental pattern of children's responses. Across all age groups, the action component of a superstition (as opposed to the belief component) was found to be the primary factor in the effectiveness of superstitions to "bring good luck." These findings are discussed in relation to children's beliefs about magic, wishing, and prayer, and the potential modes of cultural transmission of supernatural beliefs.

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Ramaila, Ziphora Mmabatho. "An investigation of the potential role that folklore can play in environmental education: a case study of Mphoko." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis investigated the role that folklore can play in contemporary environmental problems. This research was prompted by people living around the Mantrombi nature reserve in the Nebo region of Limpopo province who showed and interest in reviving folklore as an education model to combat their existing environmental problems.

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Brooks, Malcolm Philip. "Autoethnography of a Composer with a New Composing Method." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567918.

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This auto ethnography examines how a timid young boy grew up to become a confident music composer and how he developed a method of auto ethnographic songwriting. Through a process of systematic narrative inquiry and hermeneutic analysis, the study uncovers personal insights in self-awareness and in compositional technique. The study examines how the author reacted to personal and professional failures, regained emotional equilibrium through creative expression, and developed a method of transforming spoken text into complete songs. The study also considers how educational practices and cultural expectations in the late twentieth century American affected the composer's musical upbringing and sense of belonging. Additionally, the study recounts how the composer trained his own mind and body to perceive tempo and syncopation in order to compensate for a lack of an innate sense of rhythm. The study illuminates the transforming effect that acts of creativity had on this individual's belief system and how they helped him sustain his enthusiasm for life.

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Bock, Sheila Marie. "“A Little Sugar”: Interactions between Professional and Lay Understandings in Diabetes Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290538130.

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Peerless, Cathy Bufflap. "Storytellers' reports of the good work of storytelling." Thesis, University of Hartford, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620411.

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Storytelling is often experienced as profound and transformative. Scholars view storytelling as both human essence and essential to human survival. This exploratory, qualitative study explored contemporary storytellers' reports of the good work of storytelling using the GoodWork Project (GWP) (Gardner, Csikszentmihalyi, and Damon, 2001) as the conceptual framework. Guided by the GWP this study examined cultural controls, social controls, individual standards, and outcome controls that impacted storytellers, their practice and good work.

This study applied the methodology of Gardner, Gregory, Csikszentmihalyi, Damon, and Michaelson (1997) and Gardner et al. (2001) to answer the primary research question, What do storytellers report regarding the good work of storytelling as conceptualized by the GWP (Gardner et al, 2001)? The unit of analysis was professional storytellers representing a population that that has not been studied any detailed and disciplined way. The cohort of a 12 storytellers, 3 men and nine women represented African American, Appalachian, Jewish, and Native American storytelling traditions. The protocol instrument consisted of inquiries in nine areas about their experiences, professional work, personal values, beliefs, opportunities and responsibilities relevant to storytelling.

The author conducted an in-depth one-on-one interview with 12 exemplary storytellers, all creative leaders. The complete interview was digitally recorded and transcribed verbatim. Storyteller responses comprised the data. The researcher hand-coded the content by hand, identifying eleven themes and GWP subtopics. For further data analysis, NVivo 10 text-analysis software was used. These steps categorized interviewees' statements according to richly interlinked motifs and ideas, which permitted the author to verify nodes showing the data's correspondence to the GWP conceptual framework.

Seven conclusions emanated from the findings describing storytellers' good work. The oral tradition, dedication to serving others, personal values, trust in storytelling community, culture and cultural heritage, and the paradox of technology impacted storytellers' good work. All of the storytellers interviewed and the overwhelming majority of contemporary scholarly literature agree with the argument that this dissertation develops, which is threefold: the human connection is at the heart of the power of story; second, the social environment for creative expression underlies the capacity of storytellers to do their professional work; and third, the opportunity to benefit other people, communities and support their own culture, also form critical features of storytellers' good work.

This study contributes to the view of storytelling as an art form and a leadership skill. It addresses the ethical questions of the use of stories and storytelling in business or corporate settings. This study described professional storytellers' experiences navigating complexities of the storytelling profession in today's highly technological and rapidly changing environment.

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Fisher, John Dwight. "Learning from shamanic cultures: Returning the spirit to education through the arts." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1643.

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Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.

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Perkins, Jodine. ""Inside of each story was a piece of my story"| Applied folklore addressing stigma around perinatal mood and anxiety disorders." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256568.

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Situated within scholarship on applied folklore, this dissertation discusses and evaluates the 2013–2015 Pacific Post Partum Support Society’s (PPPSS) “Strengthening Community-based Resources for Families Experiencing Perinatal Depression and Anxiety and Their Health Care Providers” project. In this project, working with PPPSS staff, contractors, and volunteers, I used mixed methods to create educational resources and new services for clients and professional helpers. The overall project was designed to reduce the stigma of perinatal mood and anxiety disorders (PMADs) and to encourage struggling new parents to reach out for help sooner, when treatment is likely to be less expensive and more effective. Making use of post-project follow-up interviews with project participants and staff, this dissertation documents, reflects on, and evaluates this project in order to serve as a case study to guide the development and implementation of similar applied folklore projects.

By analyzing the narratives of project participants, this dissertation also examines the multifaceted, pervasive, and profound impact of stigma on new parents’ perinatal experiences, especially those experiencing a PMAD. This dissertation also discusses the process of sharing personal experience narratives in a supportive environment that formed the key inspiration for this applied project, as well some of the potential impacts on parents who share these narratives, including providing a way to understand their own experiences.

This dissertation encourages additional applied folklore work to support struggling new parents and offers suggestions for how health care providers, community support workers, and friends and family members can better support new parents in the hopes of promoting positive outcomes for families.

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Books on the topic "Education and folklore"

Carvajal, Julio E. Folklore en la educación?--. Buenos Aires: Distribudora y editora Theoria S.R.L., Ediciones Nuestro Tiempo, 1989.

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Shorė, Ibrakhʹim. Pḣunygʺem ekhʹylḣegʺe ideekheu adyge gushchyḣezhʺkhem akhelʺkher. Myekʺuape: Afisha, 2006.

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Nikolova, Emilii͡a Stefanova. Bulgarian musical folklore for children and musical education in kindergarten. Sofia: Interpress'67, 1990.

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Barrera, Rosita. El folclore en la educación. Tandil, Provincia de Buenos Aires, República Argentina: Ediciones Tupac Amaru, 1988.

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Susana Pérez Gutiérrez de Sánchez Vacca. Homenaje a los maestros de San Luis que respondieron a la encuesta de folklore de 1921. San Luis, Argentina: Fondo Editorial Sanluiseño, 2002.

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Creatures of Philippine lower mythology. Quezon City: Phoenix Pub. House, 1990.

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Stergios, Dorothy Noguera de. El folklore de Portuguesa en la educación básica. [Portuguesa, Venezuela]: Gobernación del Estado Portuguesa, Dirección de Educación, 1993.

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Rosenberg, Jan. Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8.

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Carvajal, Julio E. Folklore aplicado en el jardín de infantes. Buenos Aires: Plus Ultra, 1985.

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Ershov, V. P. Skazka--lozhʹ, da v neĭ namek--. Petrozavodsk: "Karelii͡a︡", 1988.

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Book chapters on the topic "Education and folklore"

Liao, Ya-Chin, Kuo-An Wang, Po-Chou Chan, Yi-Ting Lin, Jung-I. Chin, and Yung-Fu Chen. "Digital Folklore Contents on Education of Childhood Folklore and Corporate Identification System Design." In The Role of Digital Libraries in a Time of Global Change, 15–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13654-2_3.

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Adesina, Damola. "Orality and Early Childhood Education." In The Palgrave Handbook of African Oral Traditions and Folklore, 975–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55517-7_49.

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Wabende, Kimingichi. "Restaging Oral Narrative in Civic Education." In The Palgrave Handbook of African Oral Traditions and Folklore, 959–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55517-7_48.

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Chen, Yung-Fu, Po-Chou Chan, Kuo-Hsien Huang, and Hsuan-Hung Lin. "A Digital Library for Preservation of Folklore Crafts, Skills, and Rituals and Its Role in Folklore Education." In Digital Libraries: Achievements, Challenges and Opportunities, 32–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11931584_6.

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Rosenberg, Jan. "Graduate School and the Service Bureau for Intercultural Education (1929–1940)." In Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois, 77–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_6.

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Rosenberg, Jan. "Development of Programs and a Career in Intercultural Education: The Assembly (1924–1929)." In Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois, 63–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_5.

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Rosenberg, Jan. "Introduction." In Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois, 1–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_1.

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Rosenberg, Jan. "Snap Shots: Discovering Rachel and Fields that Relate to Her Thinking." In Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois, 11–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_2.

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Rosenberg, Jan. "Childhood, Early Schooling, and Exposure to Cultural Diversity (1895–1910)." In Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois, 41–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_3.

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Rosenberg, Jan. "College, Marriage, Work, the American Friends Service Committee, and the Birth of a Concern (1910–1924)." In Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois, 51–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_4.

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Conference papers on the topic "Education and folklore"

Chumarova, Lyubov, Rosa V. Gataullina, Guzel Fassakhova, and Liliya R. Islamova. "FOLKLORE IN TEACHING LANGUAGES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2247.

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Ojha, Jyotirmayee, Mangal Sain, and Deepanjali Mishra. "Importance of Women Folklore in Education." In the 2019 5th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3337682.3339889.

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Chumarova, Lyubov G. "Pedagogical Value Of Folklore." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.87.

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Bitkeeva, Aysa N., and Sesegma D. Gympilova. "RITUAL FOLKLORE OF MONGOLIAN PEOPLES IN EDUCATION*." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021109.

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Rahiem, Maila D. H., Husni Rahim, Imam Subchi, Zulkifli, Sururin, and Khalimi. "Digital Folklore in Early Childhood Disaster Education." In 2020 8th International Conference on Cyber and IT Service Management (CITSM). IEEE, 2020. http://dx.doi.org/10.1109/citsm50537.2020.9268864.

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Hidayat, H., Wasana Wasana, Pramono Pramono, Sabar Sabar, and P. Husodo. "Living Folklore: Unlimited Creativity." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284883.

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Arapbaeva, D. K. "Folklore field and functional relationship in physical education." In General question of world science. "Наука России", 2018. http://dx.doi.org/10.18411/gq-30-11-2018-10.

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Sundana, Lina, Sumiyadi Sumiyadi, Andoyo Sastromiharjo, and Razali Razali. "Didactic Literature in Indonesian Folklore." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.64.

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Lantowa, Jafar. "Comparison Of The Structure Of South Kalimantan Folklore “Telaga Bidadari” And Makassar Folklore “Taman Bidadari”." In Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.15-11-2019.2296213.

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Johan, Riche Cynthia, Gema Rullyana, Ardiansah, Nadia Hanoum, Toto Fathoni, and Yayu Wulandari. "Cultural Literacy: Getting to Know Digital-Based Folklore." In 2019 5th International Conference on Education and Technology (ICET). IEEE, 2019. http://dx.doi.org/10.1109/icet48172.2019.8987204.

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