Bridging Worlds Culturally Responsive Curriculum Mentoring for Indigenous Teachers in Jayapura Regency, Papua

Abstract

This community service initiative addresses critical curriculum implementation challenges facing indigenous teachers in remote Jayapura Regency, Papua Province, Indonesia. The fifteen-month mentoring program engaged 64 elementary and secondary teachers across twelve schools in developing culturally responsive pedagogical approaches that honor indigenous knowledge while meeting national curriculum standards. Utilizing continuous professional development methodology emphasizing practical classroom application, the program combined workshops, classroom observations, peer learning communities, and individualized mentoring support. The intervention addressed tensions between standardized national curricula and local cultural contexts, developing teachers' capacities to contextualize curriculum content, integrate indigenous knowledge systems, and employ pedagogical approaches appropriate for Papuan learners. Results demonstrated significant improvements in teaching quality, with 81 percent of participants showing measurable pedagogical advancement, student engagement increasing substantially, and learning outcomes improving across core subjects. The program established sustainable peer support structures enabling ongoing professional development beyond external facilitation. This initiative offers replicable models for supporting indigenous teachers in culturally diverse, geographically isolated contexts where conventional professional development proves insufficient.