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All Journal Jurnal Bastra (Bahasa dan Sastra) Journal of Educational Management Research
Cliford Racelino Ratulangi
Universitas Baliem
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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STRATEGI MANAJEMEN BAHASA BERBASIS KOMUNITAS DALAM MENGATASI PERGESERAN BAHASA HUBLA PADA MASYARAKAT URBAN KURIMA DI KOTA JAYAPURA Cliford Racelino Ratulangi; Yopi Meage
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 2 (2026): JURNAL BASTRA EDISI APRIL 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i2.2609

Abstract

Penelitian ini bertujuan untuk menganalisis bentuk pergeseran bahasa Hubla, mengidentifikasi faktor penyebabnya, serta merumuskan strategi manajemen bahasa berbasis komunitas pada masyarakat asal Kurima di Kelurahan Waena. Metode yang digunakan adalah deskriptif kualitatif melalui observasi dan wawancara. Hasil penelitian menunjukkan bahwa pergeseran bahasa ditandai oleh dominasi penggunaan bahasa Indonesia, munculnya dwibahasa, dan campur kode dalam komunikasi sehari-hari, terutama pada generasi muda. Faktor penyebab meliputi modernisasi, kebutuhan pendidikan dan komunikasi formal, rendahnya kesadaran masyarakat, serta lemahnya penggunaan bahasa dalam keluarga. Penelitian ini menghasilkan model strategi manajemen bahasa berbasis komunitas melalui perencanaan, implementasi, dan evaluasi sebagai upaya pemertahanan bahasa Hubla di tengah masyarakat urban.
Navigating Customary Conflict: Adaptive Educational Governance for Sustainable Schooling Cliford Racelino Ratulangi; Gabriela Karen Tuuk
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3002

Abstract

This study aims to examine the impacts of customary conflicts on school continuity and identify adaptive educational governance strategies that support educational sustainability in conflict-affected indigenous communities. A qualitative case study approach was employed using semi-structured interviews, observations, and document analysis involving school principals, teachers, customary leaders, parents, and education officials. The data were analyzed thematically to identify patterns of educational disruption and adaptive governance practices. The findings reveal that customary conflicts disrupt educational continuity through temporary school closures, reduced teacher and student attendance, interruptions to learning activities, and limited access to educational services. In response, schools implement adaptive governance strategies through collaboration with customary leaders, community engagement, flexible academic arrangements, and crisis-response mechanisms. These strategies demonstrate the importance of locally grounded governance in maintaining educational services during conflict. The study proposes an Adaptive Educational Governance Model Based on Local Wisdom that emphasizes collaboration among schools, communities, customary institutions, and government agencies. This model provides a framework for strengthening educational resilience, maintaining school continuity, and developing context-sensitive educational policies for indigenous and conflict-affected communities.
Co-Authors Gabriela Karen Tuuk Yopi Meage