Abstract
<p style="text-align:justify">The discussion about the loss of nationalism values in the Indonesian migrant workers’ (IMW’s) children in border areas, has become an important issue in the world of Indonesian education. The purpose of this study is to describe the role of Community Learning Center (CLC) in fostering nationalism values in IMW’s children, as well as to reveal the teaching experience and meaning of nationalism from the perspective of teachers at CLC Sarawak, Malaysia. The research uses qualitative method with case study approach that focuses on factors that can foster nationalism of IMW’s children. Data collection obtained through observation techniques, in-depth interviews, and documentation. The results showed meaningful findings according to the conditions in the education system in CLC, as well as socio-cultural conditions that affect every activity in the border area. The first finding indicates that CLC has an important (central) role in fostering the nationalism of IMW’s children in border areas. The second finding shows the fact that teachers are still experiencing some problems in the field, such as; limited access to information and communication, teacher education background, school conditions, limited educational units, learning facilities, and family and social environments. The third finding emphasizes the importance of nationalism for teachers who devote themselves to teaching in border areas, because teachers have a crucial role in transferring knowledge, providing meaningful learning experiences, and fostering the nationalism of IMW’s children.</p>
Highlights
The discussion about the loss of nationalism values in the Indonesian migrant workers’ (IMW’s) children in border areas has become an important issue in the Indonesian education world
The research participants used were 12 people, which were; 3 construction teachers, 6 Guru Pamong (Guru Pamong is Malaysian local teachers or Indonesian migrant workers’ are recruited by companies or plantations to teach at Community Learning Center (CLC) and the costs are charged to the plantations that employ them), 2 principals (Guru Bina), and 1 CLC manager
State support through KJRI in Kuching, Sarawak, Malaysia has been focused on improving the quality of services and access to education for IMW’s children in border areas
Summary
The discussion about the loss of nationalism values in the Indonesian migrant workers’ (IMW’s) children in border areas has become an important issue in the Indonesian education world. The fact shows that IMW’s abroad, especially in Malaysia, only focus on working for wages in order to fulfill their daily needs, while other issues related to national symbols are put at the bottom of the list. It is the poorly educated IMW’s that ignore nationalism in making a living, the highly educated IMW’s lack a sense of nationalism (Primawati, 2018). Research from Prasetyo et al (2020) conducted through the Volunteerism Teaching Indonesian Children program in Sarawak, Malaysia, further confirms that IMW’s children prefer Malay language over Indonesian, the lack of knowledge of Indonesia makes their sense of belonging reduced, and national identity that is part of the sense of nationalism has faded in IMW’s children
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