Pengembangan Buku Suplemen Teks Negosiasi Bermuatan Kearifan Lokal Timor dengan Pendekatan Content Language Integrative Learning

Talan, Maria Rosalinda

doi:10.26740/jp.v3n1.p24-33

Cited by 2 publications

(1 citation statement)

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“…Lemahnya pemahaman masyarakat terkait dengan nilai-nilai kearifan lokal sangat berdampak pada pola pikir, sikap, dan tindakan individu maupun kelompok (Amirin, 2013;Arif, 2017;Talan, 2018). Masyarakat jauh lebih peduli dan perhatian akan hal-hal yanag berkaitan dengan perkembangan jaman.…”

Section: Pendahuluanunclassified

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

Syarif¹,

Ratuloly

2020

hrtg

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This study aims to find out the value of local wisdom in students and what factors influence the difference in local wisdom based on multikultular in elementary school. This research method is a qualitative description, data collection techniques are observation, interview and documentation. Data analysis starts from data collection, data reduction, withdrawal of conclusions.The results showed that local wisdom is embedded in elementary school students through formal and nonformal learning, formal learning includes daily teaching activities from 07:30-13:00 while nonformal learning includes extracurricular activities in the form of olaraga practice, dance, music and habituation of living together in the school environment. Fostering local wisdom in elementary school through learning activities teaching the learning process emphasizes on optimizing the role of rationality for students, practice and habituation of dissent. The factors that influence multicultural-based local wisdom differences in elementary schools are the diversity of students who have a wide range of religious differences, social status, gender, ability, age and race, and the collaboration of students in participating in sports and arts events. Abstrak Penelitian ini bertujuan mengetahui nilai kearifan lokal pada peserta didik dan faktor apa saja mempengaruhi perbedaan kearifan lokal berbasis multikultular di Sekolah Dasar. Metode penelitian ini adalah deskripsi kualitatif, teknik pengumpulan data adalah observasi, wawancara dan dokumentasi. Analisis data dimulai dari pengumpulan data, reduksi data, penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kearifan lokal yang tertanam pada peserta didik Sekolah Dasar melalui pembelajaran formal dan nonformal, pembelajaran formal meliputi kegiatan belajar mengajar setiap hari dari jam 07:30-13:00 sedangkan pembelajaran nonformal meliputi ekstrakurikuler berupa latihan olaraga, tarian, musik dan pembiasaan hidup bersama di lingkungan sekolah. Penumbuhkan kearifan lokal di Sekolah Dasar dilakukan melalui proses pembelajaran yang menekankan pada optimalisasi peran rasionalitas bagi siswa, praktek dan pembiasaan perbedaan pendapat. Fakor-faktor yang mempengaruhi perbedaan kearifan lokal berbasis multikultural di Sekolah Dasar adalah keberagaman siswa karena memiliki berbagai macam perbedaan, yaitu, perbedaan agama, status sosial, dan ras, serta pengelaborasian peserta didik dalam mengikuti lomba olahraga dan seni. Kata kunci: kearifan lokal, pendidikan multikultural

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Section: Pendahuluanunclassified

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

Syarif¹,

Ratuloly

2020

hrtg

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The development of Musi estuary ecosystem alternative teaching materials as supplementary books for biology learning in high schools

Handayani

Adisendjaja

Kusnadi

2021

J. Phys.: Conf. Ser.

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Student textbooks were generally limited with examples and were also seldom found relevant to students’ daily lives which often caused biology learning not to run contextually. Meanwhile, there were many contexts around students that could be used as references or learning resources. One of the local potentials found on the east coast of South Sumatra was Musi estuary. There were many potentials such as the wealth of biotic components and their abiotic factors. Therefore, we needed teaching materials that could complete the use of textbooks in schools, this aimed to help students more easily understand concepts through relevant contexts. The development of teaching materials used the ADDIE approach; analysing, designing, developing, implementing and evaluating. Making alternative teaching materials for Musi estuary ecosystem had arrived at the development stage followed by evaluating each of the previous stages. This research was using the validation questionnaire of the National Education Standards Agency (BSNP) including aspects of the feasibility of content, the feasibility of language, the feasibility of presentation and the feasibility of graphics. The teaching material has validated by 3 experts and 3 high school Biology teachers. Based on the results of material validation by experts it was obtained an average score of 3.13 (77.38%), and high school biology teacher 3.33 (83.17%), which then concluded that the alternative teaching material of Musi estuary ecosystem was discovered eligible to be used as a supplementary of biology textbooks on grade X for ecosystem learning material.

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Pengembangan Buku Suplemen Teks Negosiasi Bermuatan Kearifan Lokal Timor dengan Pendekatan Content Language Integrative Learning

Cited by 2 publications

References 1 publication

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

The development of Musi estuary ecosystem alternative teaching materials as supplementary books for biology learning in high schools

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