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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Progressive Journal of Educational Science
Nia Farhanis
Universitas Darunnajah Jakarta
Education

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Mendesain Kurikulum Merdeka Berbasis Kearifan Lokal: Studi Kajian Pustaka Nia Farhanis; Sahroni; Rokimin
Progressive Journal of Educational Science Vol. 1 No. 3 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i3.225

Abstract

The implementation of the Independent Curriculum in Indonesia is projected to be a strategic effort to create relevant, flexible, and contextually relevant learning. However, in practice, the integration of local wisdom is still often treated peripherally and has not been systematically designed. This study departs from the Indonesian national context by positioning the Independent Curriculum as an educational policy framework that directly confronts socio-cultural diversity and the risk of curriculum homogenization. This study aims to explore the conceptual pattern of local wisdom integration in the Independent Curriculum and formulate a curriculum design framework that is argumentative and applicable. The method used is a qualitative literature review, with a systematic review design, of journal articles, academic books, and relevant policy documents published in the last ten years, analyzed through a thematic-critical approach. The results of the study indicate that the literature forms a relatively consistent conceptual pattern, structured around dimensions of integration, principles of integration, and operational indicators, and positions local wisdom as a learning context bridged through content integration, contextual pedagogy, and authentic assessment. The key novelty of this study lies in modeling the integration of local wisdom as a layered curriculum design that links learning outcomes to the supporting institutional ecosystem, including teacher capacity, school support, and adaptive curriculum governance. These findings imply the need for a policy shift from mere content flexibility to strengthening curriculum design and the implementation ecosystem to ensure consistent, meaningful, and sustainable integration of local wisdom.
STRATEGI KOMUNIKASI INTERPERSONAL KYAI DALAM MEMBENTUK KARAKTER ISLAMI SANTRI:STUDI KUALITATIF DI PONDOK PESANTREN AL-MUSYARROFAH PETUKANGAN UTARA NIA FARHANIS; IDHAM JAUHARI; DELI AMARTA
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18618

Abstract

This study aims to analyze the interpersonal communication strategies employed by the Kyai in shaping the Islamic character of students at Al-Musyarrofah Islamic Boarding School, Petukangan Utara, as well as to identify the supporting and inhibiting factors in their implementation. The study employed a descriptive qualitative approach. Data were collected through semi-structured interviews, observation, and documentation, involving the Kyai, caregivers/ustadz, and students as informants. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings indicate that the Kyai’s interpersonal communication strategies in shaping the Islamic character of students are implemented through three main forms: advice and motivation, role modeling, and reprimands and discipline. Advice and motivation are used to provide understanding and encouragement while fostering students’ awareness of Islamic values. Role modeling is demonstrated through the Kyai’s actual behavior in daily life, particularly in showing manners, discipline, responsibility, and consistency between words and actions. Meanwhile, reprimands and discipline are used to guide and correct students’ behavior that does not conform to the values and rules of the Islamic boarding school. Based on the analysis of interpersonal communication control strategy theory, these three strategies are related to the dangling carrot, catalyst, and hanging sword strategies, respectively. The supporting factors of interpersonal communication include trust, openness, empathy, a supportive attitude, equality, and a conducive environment. The inhibiting factors include differences in perception, differences in students’ backgrounds, and psychological barriers. These communication strategies contribute to the development of students’ Islamic character, as reflected in manners, discipline, responsibility, politeness, and the practice of Islamic values in everyday life
Co-Authors DELI AMARTA IDHAM JAUHARI Rokimin Sahroni