Cultural-Based Education of Tamansiswa as a Locomotive of Indonesian Education System

Agus, Cahyono; Cahyanti, Pita Asih Bekti; Widodo, Bambang Sigit; Yulia, Yuyun; Rochmiyati, Siti

doi:10.1007/978-3-030-15604-6_29

Cited by 22 publications

(13 citation statements)

References 3 publications

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“…This study used the literature study method. According to Susilo and Widodo, there are stages in the study of literature namely problem formation, literature search, data evaluation, analysis and interpretation [5]. The first stage is the formation of the problem, the formation of the problem is done when preparing the problem formulation.…”

Section: Methodsmentioning

confidence: 99%

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Ethnomatematics: Treasure Search Activity in the Musi River

Malalina

Putri²,

Zulkardi³

et al. 2020

Numerical: J.Mat and Pend.Mat

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Ethnomathematic is one of mathematics learning innovations which integrate cultures to preserve local cultural values. A treasure quest at Musi River Palembang is included as a culture because it is the community activity with its unique characteristic carried out at Musi River to meet the necessities of life, and is passed down from one generation to the next generation. The research aims to explain aspects of mathematical computation to treasure quest at Musi River Palembang. A literature study is a method used in this research. Firstly, formulating research problem was how the mathematical aspects connect to the finding of treasure quest at Musi River Palembang. Then, literature related to the problem of the study was reviewed. The next step was evaluating data based on the literature to answer the research problem. After that, data analysis was conducted. Descriptive analysis was used to analyze the data. Lastly, the data was interpreted to obtain a conclusion. The interpretation showed that the treasure quest at Musi River had mathematical counting aspects namely, counting the number of human resources in a treasure quest group; counting the wages for each person in the team based on his or her duties; counting expenses required for a treasure quest; counting the number of objects obtained, and determining the sale price of the objects. The activity also contained a mathematical concept in the mathematics learning of some subjects at VII grade of junior high school level namely, the operation of the material count, social arithmetic, and sets

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Section: Methodsmentioning

confidence: 99%

“…The learning has to be revolutionized by considering aspects of local culture. Cultural integration in learning mathematics is known as ethnomathematics [5]. Ethnomatemics learning can strengthen national identity [6].…”

Section: Introductionmentioning

confidence: 99%

Ethnomatematics: Treasure Search Activity in the Musi River

Malalina

Putri²,

Zulkardi³

et al. 2020

Numerical: J.Mat and Pend.Mat

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“…Ki Hadjar Dewantara states that a good coordination in the three education centers such as the family, schools, and community is required, so that they can complement each other's weaknesses. They must establish cooperation in planning, implementing and institutionalizing education [17]. Based on the theory of Ki Hajar Dewantara, the preservation of local wisdom of the Samin community has become a shared responsibility of the Samin elders, the Samin family, and the community in Klopoduwur Village.…”

Section: The Role Of the Samin's Elders And Family In The Preservatiomentioning

confidence: 99%

The Preservation of Samin Community Local Wisdom in Indonesia

Kusdarini¹,

Rinenggo²

2020

The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta,

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The local wisdom of Samin community in Indonesia which includes moral teachings and local traditions can be found in in Klopoduwur, Blora Regency. Along with the era development, the local wisdom of the Samin community begins to fade, especially within the younger generation of Samin. This research aims to describe the role of the elders, families, communities, and government in preserving Samin's local wisdom. The research employs a qualitative approach utilizing a realist ethnographic research design. The data were collected using some techniques which include in-depth interviews, documentations, and participatory observations. The data were validated by utilizing source and technique triangulation. The results show that the elders give advice to the Samin community members. The family plays an important role in educating children to live in harmony and uphold honesty and the values of mutual cooperation based on the local wisdom values of the Samin community. The Blora Regency Government has issued Regional Regulations pertaining to the use of Samin traditional clothes and organize an event of "Temu Ageng Sedulur Sikep Samin".

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“…Its main concern is aimed at providing clear direction on the way to achieve its cultural sustainability goal. It is determined as the standards that should be prioritized in enhancing the national identity and society, which turns into addressing the strategy to create a pathway of maintaining the cultural identity, which leads to cultural sustainability [2]. As a result, the nation should be committed to maintaining cultural identity with the orientation of promoting it among the society, as this will lead to enhancing the awareness and feeling of belonging within such a culture.…”

Section: Introductionmentioning

confidence: 99%

Culture Sustainability through Co-Curricular Learning Program: Learning Batik Cross Review

Sukadari

Huda

2021

Education Sciences

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As the application of colored designs on cloth using wax in certain areas in decorating items of clothing, Batik is made through several steps that come from drawing the pattern on the paper followed by imitating the pattern on fabric, which is called ngeblat. The next phase is followed by drawing the pattern using wax, which is called mencanting. The subsequent step is the process of coloring the pattern of Batik, called pencoletan, and then subsequently followed by color-locking on Batik through covering the Batik with wax, namely basic color dyeing. This process is called menembok. The final step is making the panting process through washing, called nglorod. This process should attempt to maintain Batik with cultural sustainability, as its process contains several values, such as discipline, creativity, independence, patriotism, responsibility, cooperation, and environmental care. Based on this background, this paper attempts to examine the Batik’s cultural design and to explore its sustainability through co-curricular school program activities. This study focuses on examining the potential in the process of the application of colored design through elaborating the supporting and interfering factors in a co-curricular learning program of Batik. The analysis was made through several points, namely a co-curricular learning program of Batik for enhancing cultural sustainability, a co-curricular learning program of Batik for enhancing national culture and community responsibility, and co-curricular learning of Batik for sustainability and environmental accountability.

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Cultural-Based Education of Tamansiswa as a Locomotive of Indonesian Education System

Cited by 22 publications

References 3 publications

Ethnomatematics: Treasure Search Activity in the Musi River

Ethnomatematics: Treasure Search Activity in the Musi River

The Preservation of Samin Community Local Wisdom in Indonesia

Culture Sustainability through Co-Curricular Learning Program: Learning Batik Cross Review

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