Ethnic Idiom Articulation and Civic Education Material for Elementary School - Development of Cultural Citizenship Literacy

The Indonesian Proverb of Peace: Educational Semiotics Analysis for Cultural Citizenship Literacy

“…For this reason, technically, organizing into the classification and codification of the contents of the Moral Citizenship Value (NMK) conducted by Hamid (2014) can be referred to as a filtering tool in reducing moral behavior written or spoken to the artifacts of cultural life in the mother tongue where the local cultural system was built. (Abdillah, Hamid & Istianti, 2017) Thus, based on the footsteps of previous studies regarding the collection of data on expression values that have been classified based on conformity with the substance of PPKn material, and codification until verification meets the construction of achieving the expected goals of citizen behavior standards, this study is conducted at the beginning of the screening of teaching materials into the design of learning models , up to the measurement of learning outcomes that are visible to students, which are generically done after the learning takes place.…”

Empowering Civil Society in the Industrial Revolution 4.0

“…wisdom in grade IV elementary school The development of Citizenship Literacy Learning content refers to the curriculum map for PPKn subjects in elementary schools, formally regulated by the Regulation of the Minister of Education and Culture Number 103 of 2014 concerning Curriculum 2013. Apart from the dynamics that are the place and formal reference for implementing learning in schools, especially concerning PPKn subjects in elementary schools (Abdillah, et al 2017). As subjects that occupy the foundation and are common to schooling, as in the history of education in the country, as far as change is rationalized as an effort to adjust the strategic achievements of planting moral values within the framework of National Education which is oriented towards the formation of good character of citizens by the philosophy of Pancasila and competence in the sense of being smart and skilled to be able to face the demands of the progress and challenges of the era.…”

“…With these biographical conditions , what teachers do relate to the development of local wisdom-based citizenship literacy is not the only potential for the development of homogeneous values of Minang language and culture (Hlepas 2013). It allows to be integral to the integration stage of diversity values by including a comparison of local wisdom value in the language, songs, and other Indonesian ethnic games (Abdillah et al 2017;Hamid 2016;Hamid & Istianti 2012;Hamid et al 2019).…”

“…Based on previous studies (Abdillah et al 2017;Hamid 2016;Hamid & Istianti 2012;Hamid et al 2019), this research intended to examine idioms and artistic expressions from Sundanese, Javanese, Sasak, Bugis, and Minangkabau ethnicities. Take as an example the case of education in elementary schools where idioms in Sundanese have been projected to be used in an integrated manner in Pancasila and Civic Education subjects (Abdillah, et al 2017). In order to meet these needs, the enrichment of cultural sources of the Minang ethnic group is taken into account as the prospect of expanding and developing Pancasila and Civic Education learning.…”

“…This is also a form of avoiding negative impacts on social cohesion and government performance (Hlepas 2013). Thus, a Citizenship Cultural Literacy Model was developed with ethnic idioms that were used to enrich learning materials (Abdillah et al 2017).…”