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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Dawuh Guru: Jurnal Pendidikan MI/SD
Azela Khoirun Munadhifah
UIN Sayyid Ali Rahmatullah Tulungagung
Humanities Chemical Engineering, Chemistry & Bioengineering Education Social Sciences

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Integrasi Seni, Budaya, dan Pendidikan Karakter Berbasis Kearifan Lokal di Sekolah Dasar Azela Khoirun Munadhifah; Musrikah Musrikah; Uswatun Hasanah
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2329

Abstract

The waves of globalization and digital transformation have driven a shift toward individualism and a diminishing sense of respect among students for local culture. On the other hand, previous studies have tended to examine arts education, character education, and local culture separately, resulting in a scarcity of integrative conceptual frameworks that combine the three based on local wisdom. Furthermore, the barriers to implementation have rarely been systematically examined in relation to curriculum implementation theory, nor have they been mapped based on existing empirical evidence. This study aims to explore the concept, barriers, and effective strategies for integrating arts, culture, and character education based on local wisdom in elementary schools. The method employed was a Systematic Literature Review (SLR) guided by the PRISMA protocol, with data sourced from Google Scholar and Crossref, resulting in 12 articles selected from an initial pool of 269 for analysis through content analysis and thematic analysis. The findings show that the integration of the three aspects forms a holistic learning strategy, that the barriers encountered are pedagogical and structural in nature and align with curriculum implementation theory, and that the most effective strategy is strengthening teacher capacity and developing an integrated curriculum, supported by the use of local wisdom, technology, and education-ecosystem collaboration. The novelty of this study lies in its integrative conceptual framework linking the three elements, while also connecting implementation barriers to curriculum implementation theory and mapping strategies based on the strength of supporting evidence, thereby offering a reference for the development of contextual and sustainable character education.
ASESMEN AUTENTIK STORYTELLING DALAM PENGUKURAN KETERAMPILAN BERBICARA SISWA JENJANG SD/MI Ahmad Al Hafidz Ibnu Ruhanis; Dian Puspitasari; Salwa Maulidiya Nahdloh; Azela Khoirun Munadhifah; Muhamad AsfarulGhofilin; Naja Aliya Ruhanis
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 4 (2026): Volume 12 No. 4, Desember 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i4.19287

Abstract

Speaking skills are one of the important competencies in Indonesian language learning at the elementary/Islamic elementary school level that need to be developed through contextual and meaningful assessment. However, speaking skills assessment in schools is still dominated by conventional assessments so that students' speaking abilities have not been measured optimally. Authentic storytelling-based assessment is an alternative that can be used because it is able to assess students' speaking performance directly through storytelling activities. This study aims to examine teachers' understanding of authentic storytelling assessment and its design, as well as to analyze the problems and solutions. The method used is a literature study with a content analysis approach to relevant journals, books, and previous research. The results of the study indicate that: (1) teachers' understanding of authentic storytelling assessment emphasizes contextual performance-based assessment and focuses on the process and results of students' speaking skills; (2) the design of authentic storytelling assessment is carried out through the stages of planning, implementation, assessment techniques, media utilization, and systematic follow-up; (3) implementation problems include limited teacher understanding, instrument preparation, time constraints, and low student self-confidence that can be overcome through improving teacher competence and appropriate learning strategies.
Co-Authors Ahmad Al Hafidz Ibnu Ruhanis Dian Puspitasari Muhamad AsfarulGhofilin Musrikah Naja Aliya Ruhanis Salwa Maulidiya Nahdloh Uswatun Hasanah