Understanding basic literacy and numeracy learning in Jambi’s indigenous forest communities for the development of indigenous pedagogy policy

Abstract This study proposes policy recommendations for teaching basic literacy and numeracy. Data were obtained from interviews using rapport techniques with two volunteers who teach children from the Anak Dalam Jambi Tribe (ADJT), a nomadic tribe in the forests of Sumatra, Indonesia. They recommended three strategies: (1) reading competence, through the provision of printed teaching materials based on folklore and environmental issues, the use of phonics strategies, and the utilization of educational media; (2) writing competence, through the use of natural landscapes, simple technology, ideas for writing from personal experiences, differentiated writing instruction, and collage and repetition strategies; and (3) numeracy competence, through discourse-based mathematical teaching materials, simple teaching aids, mnemonic techniques, and exploration of natural media resources. Pedagogical tool development should consider ecological wisdom through place-based outdoor education. This study is limited by the small number of participants and one ADJT community, making it impossible to generalize the findings.