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Ethnopedagogical Learning Management Based on Banten Culture: An Innovation for Strengthening Early Childhood Character through the Integration of Digital Portfolios Maya LaelaSari; Asep Muhyidin; Aan Asphianto; Ujang Jamaludin
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/736339

The limited integration of local cultural values into early childhood education management has raised concerns regarding the effectiveness of character development programs in increasingly globalized societies. This study aimed to examine the effectiveness of an ethnopedagogical learning management model based on Banten local culture integrated with digital portfolios in strengthening early childhood character. A quantitative approach employing a quasi-experimental design with a non-equivalent control group was utilized. The study involved 130 children aged 4–6 years from several kindergartens in Banten Province, Indonesia, who were assigned to experimental and control groups. The intervention was implemented through a structured learning management model that incorporated local cultural values into planning, implementation, assessment, and stakeholder collaboration processes, while digital portfolios were used to document and monitor children's developmental progress. Data were collected using validated observation instruments measuring three dimensions of character development: discipline, empathy, and independence. The data were analyzed using descriptive statistics, normality and homogeneity tests, independent sample t-tests, and N-Gain analysis. The findings revealed a statistically significant difference between the experimental and control groups (p < 0.05). The experimental group achieved a high effectiveness category with an average N-Gain score of 0.75, compared to 0.32 in the control group. The results indicate that the integration of ethnopedagogical principles and digital portfolio systems contributes not only to improved character development but also to more culturally responsive and sustainable educational management practices. The study highlights the potential of culture-based learning management as a strategic approach for strengthening children's character while preserving local cultural identity in the digital era.

ANALISIS MULTIKULTURALISME DALAM KONTEKS NASIONAL SERTA RELEVANSINYA TERHADAP ETNOPEDAGOGI PANCASILA DALAM SISTEM PENDIDIKAN DI INDONESIA Suyani Armin; Asep Muhyidin; Aan Asphianto; Ujang Jamaludin
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2220

This study aims to analyze multiculturalism within the national context of Indonesia and examine its relevance to Pancasila ethnopedagogy in the education system. This research is motivated by the high level of cultural diversity in Indonesia, which has the potential to generate social conflict if not properly managed, as well as the strategic role of education in fostering values of tolerance, unity, and respect for diversity. The research employs a qualitative approach using a literature study (library research), by analyzing various scholarly sources, including national and international journal articles, books, and relevant previous studies. Data analysis was conducted thematically through data reduction, data display, and systematic conclusion drawing. The findings indicate that multiculturalism plays a significant role in developing awareness of diversity and inclusive attitudes, while Pancasila ethnopedagogy serves as an effective approach in internalizing local wisdom values such as mutual cooperation, tolerance, and social harmony in the learning process. The integration of these two concepts contributes to strengthening character education and reducing the potential for social conflict in multicultural societies. The novelty of this study lies in the synthesis of multiculturalism and Pancasila ethnopedagogy as a conceptual framework for developing an inclusive, contextual, and sustainable education system.

PENGARUH PEMBELAJARAN BERBASIS BUDAYA LOKAL TERHADAP ETIKA DAN KEDISIPLINAN PESERTA DIDIK DI SD NEGERI CINANGGUNG KOTA SERANG Umdawiyah Umdawiyah; Asep Muhyidin; Aan Asphianto; Ujang Jamaludin
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2323

This study aims to analyze the effect of local culture-based learning on students’ ethics and discipline at SD Negeri Cinanggung, Serang City. This study employed a quantitative approach with an explanatory research design. The sample consisted of 200 students from grades IV, V, and VI. Data were collected using a closed-ended questionnaire with a Likert scale and analyzed through descriptive analysis and linear regression using the SPSS program. The descriptive analysis results showed that local culture-based learning was in the high category, with a mean score of 4.16, while students’ ethics had a mean score of 4.12 and students’ discipline had a mean score of 4.14. The regression analysis results showed that local culture-based learning had a positive and significant effect on students’ ethics, with a regression coefficient of 0.696 and a significance value of 0.000 < 0.05. Local culture-based learning also had a positive and significant effect on students’ discipline, with a regression coefficient of 0.729 and a significance value of 0.000 < 0.05. The coefficient of determination indicated that local culture-based learning explained 42.6% of the variance in students’ ethics and 45.0% of the variance in students’ discipline. These findings indicate that integrating local cultural values into learning can serve as a relevant strategy for shaping students’ polite, honest, responsible, orderly, and rule-abiding behavior.

PERMAINAN TRADISIONAL ENGKLEK SEBAGAI MEDIA PENGEMBANGAN KINESTETIK ANAK USIA DINI DI PAUD Maya Laela Sari; Asep Muhyidin; Aan Asphianto; Ujang Jamaludin
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2587

Abstract—This study aims to describe the use of the traditional engklek game as a medium for developing kinesthetic abilities in early childhood education. The study was conducted at TK YPWKS III with a school context involving 130 children and 13 teachers. This research employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation during the implementation of engklek activities. The findings indicate that engklek provides meaningful stimulation for children’s kinesthetic development, particularly in balance, body coordination, leg muscle strength, agility, movement control, courage, and self-confidence. The game also encourages social-emotional values such as discipline, honesty, patience, turn-taking, and respect for peers. The study concludes that the traditional engklek game is a simple, low-cost, culturally meaningful, and developmentally appropriate learning medium for early childhood education

KAJIAN ETNOPEDAGOGI PADA BUDAYA BATIK CILEGON SEBAGAI SUMBER PEMBELAJARAN BERBASIS KEARIFAN LOKAL Yeni Rahmiani; Asep Muhyidin; Aan Asphianto; Ujang Jamaludin
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2588

This study examines ethnopedagogical values in Cilegon Batik and analyzes its potential as a local wisdom-based learning resource in junior high schools. Methods: The study used a descriptive qualitative design. Data were collected through in-depth interviews, observation, documentation, and literature study involving Cilegon Batik artisans, cultural figures, teachers, and students at SMPN 15 Cilegon. Data were analyzed through reduction, classification, display, and conclusion drawing with source, technique, and time triangulation. Results: The findings show that Cilegon Batik contains cultural, social, historical, economic, aesthetic, and educational meanings. Its motifs, including Gunung Karang, Perahu Layar, Bunga Sepatu, Akar Bahar, and Industri Baja, represent local identity, maritime life, industrial growth, creativity, cooperation, hard work, patriotism, and environmental care. Cilegon Batik can support contextual learning in Arts and Culture, Social Studies, Science, Indonesian Language, Civics, and Crafts. Novelty: This study offers an integrated design for using Cilegon Batik as a cross-subject learning resource that links local cultural preservation, character education, and student engagement in junior high school.

BUDAYA RELIGIUS SEKOLAH SEBAGAI PRAKTIK ETNOPEDAGOGI RELIGIUS DALAM MEMBENTUK KARAKTER SISWA DI SMAN 6 KABUPATEN TANGERANG Santani Santani; Asep Muhyidin; Aan Asphianto; Ujang Jamaludin
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2628

Objective: This study aims to describe school religious culture as a practice of religious ethnopedagogy in shaping students’ character at SMAN 6 Kabupaten Tangerang. Methods: This study used a qualitative approach. Data were collected through observation and interviews with school members involved in religious activities. The data focused on several school religious programs, including ROHIS, Qur’an memorization, Qur’anic recitation, collective Dhuha prayer, Dhuhr or Friday congregational prayer, morning sermon, and Islamic holiday celebrations, such as Isra Mi’raj and the Prophet Muhammad’s birthday. Results: The findings show that school religious culture functions as a medium for habituation, role modeling, participation, and reflection on religious values in students’ daily lives. These activities strengthen students’ religiosity, discipline, responsibility, cooperation, social care, politeness, and respect. Religious practices at school do not only function as ritual activities, but also as a continuous character education process supported by interaction among students, teachers, and the school community.. Novelty: This study highlights religious culture as a contextual form of religious ethnopedagogy. It shows that character formation can be built through local school practices that transmit religious and moral values systematically and sustainably. The study offers an empirical view of how religious traditions in school communities become a practical strategy for character education.

ETNOMATEMATIKA CONGKLAK DALAM PEMBELAJARAN OPERASI BILANGAN DI SMKN 13 KABUPATEN TANGERANG Adkhiyah Adkhiyah; Asep Muhyidin; Ujang Jamaludin; Aan Asphianto
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2690

Objective: This study aims to analyze the mathematical concepts embedded in the traditional Congklak game and to describe its application in number operations learning through an ethnomathematics approach. The study highlights how local cultural practices can be used as meaningful contexts for strengthening students’ mathematical understanding. Methods: This research employed a qualitative exploratory descriptive method. Data were collected through observation of Congklak play activities, documentation, and literature study. The data were analyzed using the stages of data reduction, data display, and conclusion drawing to identify mathematical concepts and their relevance to classroom learning. Results: The findings show that Congklak contains various mathematical concepts, including number operations, one-to-one correspondence, numerical patterns, geometry, symmetry, logical reasoning, and problem-solving strategies. The process of distributing seeds from one hole to another represents addition, subtraction, multiplication, and division in a concrete and culturally familiar context. Congklak also supports contextual learning because students can connect abstract mathematical symbols with direct manipulation of objects and explain the meaning of each calculation through play-based activities.

TRADISI TAHLILAN SEBAGAI MODEL ETNOPEDAGOGI KOMUNAL DALAM PENDIDIKAN KARAKTER MASYARAKAT MUSLIM BANTEN Suyani Armin; Asep Muhyidin; Aan Asphianto; Ujang Jamaludin
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2702

Objective: This study aims to analyze the tahlilan tradition as a communal ethnopedagogy model in character education within the Banten Muslim community. The focus is directed toward how character values are culturally internalized outside the formal education environment. Method: This study employs a qualitative approach with a field research design, utilizing participant observation, in-depth interviews with religious and community leaders in Banten, and content analysis of the tahlilan ritual structure. Result: The findings indicate that the tahlilan tradition in the Banten Muslim community is not merely a religious ritual but functions as an effective communal pedagogical space. It facilitates the transmission of noble character values such as religiosity, mutual cooperation (gotong royong), tolerance, and social equality, which are adopted by the younger generation through sustained active involvement. The integration of these local values strengthens affective competence and social awareness amidst global changes. Novelty: The novelty of this study lies in the deconstruction of the tahlilan tradition—typically examined through theological or sociological lenses—now integrated as a conceptual communal ethnopedagogy model within the informal social system of character education.

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