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All Journal Journal of Social Science Journal of Social Science Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Erna Mena Niman
Universitas Katolik Indonesia Santu Paulus Ruteng, Indonesia
Religion Humanities Chemistry Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Physics Social Sciences Other

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Local social cohesion in indonesian rituals and its implication in educational context Erna Mena Niman; Hieronimus Canggung Darong
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i1.19

Abstract

This study critically examines the role of implicature in the Manggarai marriage proposal ritual as a culturally embedded communicative system that sustains social cohesion and collective identity in the face of accelerating global communication shifts. While dominant pragmatic theories emphasize clarity and efficiency, ritual discourse in incdigenous contexts reveals a contrasting logic where meaning is constructed through indirectness and shared cultural knowledge. Adopting a qualitative interpretive design grounded in sociopragmatics, this research integrates implicature theory and politeness theory to analyze naturally occurring discourse collected through observation, in-depth interviews, and documentation involving fifteen participants across three ritual events. Thematic analysis identifies five interrelated functions of implicature: maintaining politeness and honor, mediating negotiation, reinforcing social hierarchy, managing rejection and conflict avoidance, and enabling cultural transmission. The findings demonstrate that indirectness operates not as a strategic option but as a normative communicative system that prioritizes relational harmony over informational transparency. This challenges the universality of established pragmatic frameworks by showing that communicative effectiveness is culturally defined rather than universally fixed. Furthermore, the study advances a conceptual repositioning of implicature from a micro-level inferential process to a macro-level socio-cultural mechanism that organizes interaction and reproduces social order. Practically, the findings offer implications for developing intercultural communicative competence and culturally responsive pedagogy. By foregrounding cultural logic in meaning-making, this study contributes a novel perspective to global pragmatics, emphasizing that communication in ritual contexts is fundamentally shaped by values that sustain social cohesion and continuity
The Role Of School Principals In Encouraging The Implementation Of The Strategy (Contextual Teaching Learning/Ctl) In Ipas Subjects At Sdi Dantar Robertus Hudin; Alfonsus Sam; Erna Mena Niman; Emilia Mitasari
Journal of Social Science Vol. 7 No. 2 (2026): Journal of Social Science
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jss.v7i2.1076

Abstract

This study was motivated by the importance of the principal's role in improving the quality of learning through the implementation of the Contextual Teaching and Learning (CTL) strategy in the IPAS subject at elementary school. describing the implementation of CTL, The purpose of this study was to describe the principal's role, and the supporting and inhibiting factors in its implementation at SDI Dantar. This study used a qualitative descriptive method. Data were collected through observation, interviews, and documentation. Data analysis employed the Miles and Huberman model, namely data reduction, data display, and conclusion drawing. The results of the study showed that: (1) the principal played roles as educator, manager, supervisor, motivator, and facilitator through academic supervision, motivation, provision of facilities, and teacher professional development; (2) the implementation of CTL was carried out by connecting learning materials with real-life situations, group discussions, question-and-answer activities, environmental observations, and reflection; (3) supporting factors included the principal's support, teacher cooperation, a conducive school environment, and students' enthusiasm, while inhibiting factors included limited facilities, teachers' lack of understanding, limited time, and differences in students' abilities. It can be concluded that the principal's role is very important in encouraging the successful implementation of CTL so that learning becomes more active, meaningful, and in accordance with students' needs.
The Role Of School Principals In Encouraging The Implementation Of The Strategy (Contextual Teaching Learning/Ctl) In Ipas Subjects At Sdi Dantar Robertus Hudin; Alfonsus Sam; Erna Mena Niman; Emilia Mitasari
Journal of Social Science Vol. 7 No. 2 (2026): Journal of Social Science
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jss.v7i2.1076

Abstract

This study was motivated by the importance of the principal's role in improving the quality of learning through the implementation of the Contextual Teaching and Learning (CTL) strategy in the IPAS subject at elementary school. describing the implementation of CTL, The purpose of this study was to describe the principal's role, and the supporting and inhibiting factors in its implementation at SDI Dantar. This study used a qualitative descriptive method. Data were collected through observation, interviews, and documentation. Data analysis employed the Miles and Huberman model, namely data reduction, data display, and conclusion drawing. The results of the study showed that: (1) the principal played roles as educator, manager, supervisor, motivator, and facilitator through academic supervision, motivation, provision of facilities, and teacher professional development; (2) the implementation of CTL was carried out by connecting learning materials with real-life situations, group discussions, question-and-answer activities, environmental observations, and reflection; (3) supporting factors included the principal's support, teacher cooperation, a conducive school environment, and students' enthusiasm, while inhibiting factors included limited facilities, teachers' lack of understanding, limited time, and differences in students' abilities. It can be concluded that the principal's role is very important in encouraging the successful implementation of CTL so that learning becomes more active, meaningful, and in accordance with students' needs.
Co-Authors Alfonsus Sam Emilia Mitasari Hieronimus Canggung Darong Robertus Hudin