This study aims to explain how the ecological wisdom is manifested in Karo and Kasada. Karo and Kasada are Tenggerese traditions rooted in oral literature. Both traditions are closely related to environmental wisdom which is interesting to be studied in regard with ecological issues that have become global issues. The data in this study include library data and field data. The library data come  from written information and reports on  two rituals obtained from articles, journals, and research reports. The field data come from interviews with Dukun Pandita in Tengger, talking about  rituals and folklore that underlie, them and observation of ritual events. The data is then categorized into descriptive units and interpreted using ecocriticism approach. The results show that the nature, nurture, and culture intertwine with the essence of Karo and Kasada so that every ritual practice cannot be separated from the symbolization of the relationship between humans and nature, which is about how humans and all practices of culture respect and maintain harmonious relations with the environment.

This article describes efforts to develop one of the tourism areas in Kampung Biru Arema (KBA), namely the “Dolanan” (Traditional Games) Area. The “Dolanan” Area is one of the five tourism areas in KBA which is being developed collaboratively between a team from the Faculty of Cultural Studies Universitas Brawijaya and local community. The development of the area is based on local wisdomby introducing a variety of traditional games, namely: “tapak gunung (engklek)”, “congklak (dakon)”, and “gasing” (spinning tops)presented with modern designs so that they are acceptable, especially for the young generation. The “Dolanan”Area is expected to become a distinctive KBA identity as well as a medium for educational tourism that introduces the richness of local culture in the packaging of community-based tourism.

Kampung Biru Arema (KBA) adalah salah satu kampung wisata di kota Malang. Kampung tersebut belum memiliki konsep kampung wisata yang baik sehingga hanya mengandalkan aspek estetika mural dan cat berwarna biru di setiap rumah tanpa arah pengembangan rute wisata yang jelas. Oleh karena itu, diperlukan penyusunan rute wisata berdasarkan potensi wisata yang ada di KBA sehingga pengembangan wisata dapat terarah dan berkesinambungan. Untuk melakukan hal tersebut kami menerapkan metode pengembangan wisata model Community Based Tourism (CBT, yaitu: mengikutsertakan anggota masyarakat dalam pengambilan keputusan, memastikan masyarakat lokal menerima manfaat dari kegiatan kepariwisataan, dan memberikan pendidikan kepariwisataan bagi masyarakat lokal. Kegiatan ini menghasilkan sebuah rute wisata di KBA yang disusun dengan mengintegrasikan 5 (lima) area wisata secara berurutan, yaitu Area Wisata Sejarah, Area Wisata Dolanan, Area Wisata Mitigasi Bencana, Area Wisata Arema, dan Area Wisata Basa Walikan. Dalam prosesnya, perumusan rute wisata melibatkan peran serta aktif warga dalam memberikan masukan dan keputusan terkait identifikasi dan pemetaan yang dilakukan. Luaran dari kegiatan ini adalah peta digital berupa rute wisata KBA bagi para wisatawan.Kata kunci: Kampung Biru Arema (KBA), Community Based Tourism (CBT), rute wisata, peta wisata.AbstractKampung Biru Arema (KBA) is one of the tourism villages in Malang. The village does not have a good tourism village concept so that it only relies on the aesthetic aspects of the murals and blue-painted houses without developing a clear direction of tourist route. Therefore, tourist route mapping which is based on tourism potentials in KBA is needed so that tourism development can be directed and sustainable. To do this we employ the premise of Community Based Tourism (CBT) by ensuring the active involvement of local people in the process of tourism development and management. The activities resulted in a tourist route on the basis of 5 (five) tourism areas, namely Historical Tourisn Area,. “Dolanan” Tourism Area, Disaster Mitigation Tourism Area, Arema Tourism Area, and “Basa Walikan” Tourism Area. In the process of determining the route, it involves the active participation of local people in providing input and decisions related to our identification and mapping of the location. The output of this activity is a digital map of KBA containing informative tourist route for visitors.

AbstrakMasyarakat Indonesia terdiri dari individu-individu yang memiliki latar belakang budaya, agama, suku dan bahasa yang beragam. Dengan semakin banyaknya masalah sosial saat ini, perlu adanya sebuah ruang baru bagi masyarakat dimana nilai-nilai harmoni, toleransi, dan kohesi hadir di dalamnya. Pemerintah melalui sekolah berupaya menanamkan nilai-nilai tersebut. Salah satu upaya yang dapat dilakukan oleh sekolah adalah melalui pendidikan interkultural (intercultural education). Pendidikan interkultural dapat diintegrasikan ke dalam berbagai aspek kegiatan sekolah, salah satunya adalah pengajaran mata pelajaran Bahasa dan Sastra Indonesia. Disini, penulis ingin memetakan sejauh mana konsep pendidikan interkultural hadir melalui materi ajar dengan mengambil studi kasus di SMAN 3 Malang. Untuk menganalisis konsep pembelajaran pendidikan interkultural di SMAN 3 Malang, penulis menelaah materi ajar sastra yang dipakai oleh guru dan proses Kegiatan Belajar Mengajar-nya di dalam ruang-ruang kelas. Hasil analisis menunjukkan bahwa materi ajar sastra yang dipakai di SMAN 3 Malang sudah berisi muatan pendidikan interkultural dan konsep tersebut sudah teraplikasikan di proses belajar mengajar. Hasil ini sejalan dengan Kompetensi Inti dan Kompetensi Dasar Bahasa Indonesia yang digariskan oleh Pemerintah dalam usaha membentuk ruang masyarakat Indonesia yang toleran dan harmonis. Kata kunci: pendidikan interkultural, ruang nasionalisme dinamisAbstract Indonesia consists of individuals who have diverse cultural, religious, ethnic and linguistic backgrounds. With the escalation of social problems nowadays, there needs to be a new space for society in which the values of harmony, tolerance and cohesion are nurtured. The government through schools seeks to instill these values. One of the efforts that can be made by schools is through intercultural education. Intercultural education can be integrated into various aspects of school activities, one of which is the teaching of Indonesian Language and Literature subject. Here, the authors attempt to map the extent to which the concept of intercultural education is present through the teaching materials by conducting a case study at SMAN 3 Malang. To analyze the concept of intercultural education at SMAN 3 Malang, the authors reviewed the literary teaching materials used by the teachers and observed the Teaching and Learning Activities in the classrooms. The results of the analysis show that the literary teaching materials used at SMAN 3 Malang already contain the competencies of intercultural education and the concept has been applied in the teaching and learning process. These results are in line with the Core Competencies and Basic Indonesian language Competencies outlined by the Government in an effort to form the space of tolerant and harmonious Indonesian society.

Taking picture/photos with a mobile phone can be perceived as a cultural event. The event selected as object of this study was photo-taking tradition after the students of Faculty of Cultural Studies Universitas Brawijaya passed the undergraduate thesis examination. By employing qualitative research, this study aimed to explain the meaning of the photo-taking tradition. The data in this study included field data, namely information on the tradition gathered from the interviews with the students of Faculty of Cultural Studies Universitas Brawijaya who were selected by purposive sampling and snowball sampling methods, and literary data, namely data related to the tradition taken from articles, journals and research reports. The data were then analyzed by employing Sociosemiotic Ethnography proposed by Phillip Vannini (2006). The results showed that the meaning of photo-taking tradition after undergraduate thesis examination was as a realization of gratitude and continuation of the existing tradition. The attributes worn when taking pictures were considered as special characteristics of the activity and a symbol of success. The steps of rituals of the tradition were situational and spontaneous with an emphasis on the importance of the presence of closest people. The identified semiotic resource were photos with attributes and photos with closest people. The modality could be categorized as sensory, namely visual which served as index of self-existence and success (of being graduated). Semiotic change happened in relation with the meaning of "beauty pageant" attribute.