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All Journal Edumatsains Jurnal Dinamika Pendidikan HISTOGRAM: Jurnal Pendidikan Matematika PRISMA Indonesian Journal of Education and Learning JURNAL EDUCATION AND DEVELOPMENT JKPM (Jurnal Kajian Pendidikan Matematika) Faktor Jurnal Ilmiah Kependidikan Jurnal Ilmiah Aquinas Musamus Journal of Primary Education GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Aksara: Jurnal Ilmu Pendidikan Nonformal Madani : Indonesian Journal of Civil Society Jurnal Inovasi Pendidikan dan Sains Trapsila: Jurnal Pendidikan Dasar International Journal of Educational Research and Social Sciences (IJERSC) KOMMAS: Jurnal Pengabdian Kepada Masyarakat Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Haga: Jurnal Pengabdian Kepada Masyarakat Research on English Language Education AFORE: Jurnal Pendidikan Matematika KOHESI: Jurnal Pendidikan Bahasa dan Sastra Indonesia CIVIC SOCIETY RESEARCH and EDUCATION: Jurnal Pendidikan Pancasila dan Kewarganegaraan TUNAS: Jurnal Pendidikan Biologi Jurnal Sapta Agrica COUNSELING FOR ALL: Jurnal Bimbingan dan Konseling Curve Elasticity: Jurnal Pendidikan Ekonomi JOSAR (Journal of Students Academic Research)
Harefa, Darmawan
Universitas Nias Raya
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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LOCAL WISDOM AS A MEANS TO FOSTER INDEPENDENCE IN MATHEMATICS LEARNING Harefa, Darmawan
Afore : Jurnal Pendidikan Matematika Vol 4 No 2 (2025): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i2.3852

Abstract

Mathematics learning is often perceived by students as difficult and abstract, leading to dependence on teacher guidance and hindering the development of independent learning. This study examines the role of local wisdom as a means to build independence in mathematics learning, specifically at SMA Negeri 1 Teluk Dalam, South Nias. Through a literature review, it was found that integrating local values and culture into the mathematics learning process not only enhances conceptual understanding contextually but also motivates students to learn independently. Local wisdom, such as geometric patterns in traditional weaving, indigenous life philosophies, and traditional building structures, can serve as relevant and engaging learning media for students. This approach helps students develop critical and creative thinking skills while boosting their confidence in solving mathematical problems. Furthermore, learning based on local wisdom strengthens students’ cultural identity and fosters pride in their local heritage. This study recommends the development of learning modules that integrate local wisdom and teacher training as efforts to optimally support students’ independent learning. The implications of this review suggest that local wisdom can be an effective strategy to improve the quality of mathematics education and the development of students’ independent character within the school environment.
IMPLEMENTING NIAS CULTURE-BASED LEARNING TO IMPROVE STUDENTS’ SCIENTIFIC ATTITUDES AND NUMERACY LITERACY Darmawan Harefa
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4145

Abstract

The purpose of this study was to examine the effect of implementing Nias culture-based learning on students’ scientific attitudes and numeracy literacy at SMA Negeri 1 Teluk Dalam. This research employed a quasi-experimental design with a non-equivalent control group. The population consisted of tenth-grade students, and two classes were selected as the experimental and control groups using purposive sampling. The experimental group received mathematics instruction integrated with Nias cultural elements, while the control group received conventional mathematics instruction. Data were collected through a scientific attitude questionnaire, numeracy literacy tests, and classroom observations. Descriptive and inferential statistics, including independent sample t-tests and normalized gain (N-gain) analysis, were used to analyze the data. The results indicate that students in the experimental group showed significant improvement in both scientific attitudes and numeracy literacy compared to the control group. Students demonstrated greater curiosity, critical thinking, and engagement in learning, and they were more able to apply mathematical concepts to real-life contexts. This study highlights the importance of integrating local cultural elements into mathematics education to create meaningful, contextualized learning experiences that simultaneously enhance cognitive and affective outcomes.
INTEGRATION OF LOCAL WISDOM IN NIAS MYTHS ABOUT NATURAL PHENOMENA AS A BASIS FOR DEVELOPING SCIENCE LEARNING AND STRENGTHENING SCIENTIFIC ARGUMENTATION Harefa, Darmawan
KOHESI : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 6 No 1 (2025): KOHESI : Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/kohesi.v6i1.4075

Abstract

This study aims to explore the potential of Nias myths and local wisdom in the development of science learning (Natural Sciences) and the strengthening of students’ scientific argumentation skills. The method employed is a library research approach with a systematic framework, including the identification, evaluation, and synthesis of literature related to local wisdom, ethnoscience, cultural narratives, the integration of culture into science learning, and the development of scientific argumentation. The findings indicate that Nias myths contain knowledge of natural phenomena that can serve as a contextual, relevant, and meaningful learning context for students. The narrative structure of the myths facilitates the extraction of scientific concepts, the development of cause-and-effect reasoning, and the understanding of human-environment interactions, thereby enhancing scientific literacy and critical thinking skills. The integration of local wisdom into science learning also supports the development of scientific argumentation, as students are trained to construct claims, link evidence, reason logically, and compare traditional perspectives with modern scientific knowledge. This study emphasizes that Nias myths are not merely cultural heritage but also an effective pedagogical resource for culturally based science education. The implications of this research can serve as a foundation for developing contextual science learning modules and teaching strategies that combine local cultural identity with scientific competencies.
THE ROLE OF THE NIAS LANGUAGE IN STRENGTHENING SCIENCE CONCEPTS WITHIN A LOCAL CULTURAL CONTEXT IN SENIOR HIGH SCHOOL Harefa, Darmawan
KOHESI : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 6 No 2 (2026): KOHESI : Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/kohesi.v6i2.4775

Abstract

This study aims to examine the use of the Nias language as a medium for strengthening science (Physics) concepts in Grade X at SMA Negeri 1 Teluk Dalam within the context of local culture. The research focuses on how integrating local language can improve students’ understanding of abstract physics concepts, particularly motion and force. A mixed-method approach was applied, combining quantitative data from pretest and posttest results with qualitative data from observations, questionnaires, and interviews. The findings show that students who learned physics using the Nias language achieved higher learning outcomes compared to those who used conventional instruction. The use of local language made learning more contextual, meaningful, and easier to understand. It also increased students’ motivation, participation, and confidence during the learning process. Furthermore, students were able to relate physics concepts to their daily life experiences and cultural environment. This study concludes that the integration of the Nias language in physics learning is an effective strategy to improve conceptual understanding and scientific literacy while preserving local cultural identity. Therefore, culturally based learning approaches should be considered in science education to enhance both academic achievement and cultural awareness among students.
GAMIFICATION OF CIVIC EDUCATION BASED ON TRADITIONAL FAHOMBO FIGHTING VALUES IN DEVELOPING A PERSEVERANT CHARACTE Harefa, Darmawan
Civic Society Research and Education: Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol 6 No 2 (2025): CIVIC SOCIETY RESEARCH and EDUCATION: Jurnal Pendidikan Pancasila dan Kewarganega
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/jpkn.v6i2.4079

Abstract

This study aims to analyze the effectiveness of gamification in Civics Education (PPKn) based on the traditional Fahombo fighting values in developing a perseverant character among high school students in South Nias Regency. The gamification model was developed by integrating the symbolism of the Fahombo stone-jumping tradition as a metaphor for challenge, courage, and mental resilience, making PPKn learning not only theoretical but also contextual and culturally relevant. The research method employed was a library research and literature review, supported by observations of gamification implementation in several high schools in South Nias. The findings indicate that gamification based on Fahombo traditional values enhances students’ learning motivation, engagement, as well as critical and collaborative thinking skills. Furthermore, this approach effectively fosters a perseverant character, encouraging students to keep trying despite initial failures. This study confirms that integrating local wisdom into PPKn gamification can serve as an innovative strategy for character education, strengthen cultural identity, and instill Pancasila values meaningfully. These findings also provide opportunities for the development of a more contextual and culturally grounded curriculum in secondary schools.
STRENGTHENING STUDENTS’ CHARACTER THROUGH THE INTEGRATION OF NIAS LOCAL WISDOM IN PANCASILA AND CIVIC EDUCATION Harefa, Darmawan
Civic Society Research and Education: Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol 7 No 1 (2026): CIVIC SOCIETY RESEARCH and EDUCATION: Jurnal Pendidikan Pancasila dan Kewarganega
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/jpkn.v7i1.4777

Abstract

This study examines the strengthening of students’ character through the integration of Nias local wisdom in Pancasila and Civic Education (PPKn) at senior high schools in South Nias. The research aims to analyze how local cultural values can be incorporated into civic learning to enhance students’ moral development, civic awareness, and cultural identity. A qualitative descriptive approach was employed using interviews, classroom observations, and document analysis involving teachers and students. The findings reveal that integrating Nias local wisdom, such as communal values, mutual cooperation, and customary law, significantly improves students’ character traits, including responsibility, discipline, honesty, and respect. Students also demonstrate higher engagement, motivation, and participation during learning activities when lessons are contextualized with their cultural environment. Furthermore, the integration of local wisdom helps students better understand civic concepts by linking them to real-life experiences. This approach not only strengthens cognitive understanding but also fosters affective and behavioral development in line with Pancasila values. However, challenges such as limited learning resources and lack of structured teaching materials were identified. Despite these limitations, the study concludes that the integration of Nias local wisdom in PPKn is an effective strategy for character education and cultural preservation. Therefore, it is recommended that schools and policymakers support the systematic incorporation of local wisdom into the curriculum to ensure sustainable character development among students.
EXPLORATION OF THE HOMBO BATU TRADITION OF NIAS AS A STEM LEARNING MEDIA: INTEGRATION OF BIOLOGY, PHYSICS, AND MATHEMATICS Harefa, Darmawan
TUNAS : Jurnal Pendidikan Biologi Vol 6 No 2 (2025): TUNAS: Jurnal Pendidikan Biologi
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/tunas.v6i2.4080

Abstract

This study aims to explore the potential of the Hombo Batu tradition of Nias as a STEM learning medium integrating aspects of Biology, Physics, and Mathematics for junior high school students in South Nias. Hombo Batu, a traditional stone-jumping practice rich in local wisdom, serves as a real-life context for learning scientific concepts through direct experience. The research employed a qualitative approach with a case study design, involving observations, interviews with teachers and students, and analysis of learning documents. The findings indicate that integrating Hombo Batu into STEM learning significantly improves students’ understanding of physics concepts (force, energy, motion), biology (balance, muscle coordination, biomechanics), and mathematics (measurement of distance, angles, ratios). In addition, students demonstrated higher engagement, critical thinking skills, creativity, and collaboration compared to conventional learning methods. The tradition also strengthens students’ cultural appreciation and local identity, making learning more contextual and meaningful. However, successful implementation requires teacher readiness, adequate facilities, and involvement of the local community to ensure cultural accuracy. The study emphasizes that incorporating local wisdom as a STEM learning medium not only enhances scientific literacy but also fosters character development, creativity, and pride in one’s cultural heritage.
EXPLORING NIAS LOCAL WISDOM THROUGH AN ETHNOSCIENCE APPROACH AS A SCIENCE LEARNING RESOURCE IN SCHOOLS Harefa, Darmawan
TUNAS : Jurnal Pendidikan Biologi Vol 7 No 1 (2026): TUNAS: Jurnal Pendidikan Biologi
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/tunas.v7i1.4779

Abstract

This study explores the potential of Nias local wisdom as a science learning resource through an ethnoscience approach in school education. The research aims to identify forms of local knowledge embedded in Nias cultural practices and analyze their relevance to scientific concepts for integration into science learning. A qualitative ethnographic method was employed, involving in-depth interviews, participant observation, and document analysis in selected communities in South Nias, Indonesia. The findings reveal that Nias local wisdom, such as Hombo Batu (stone jumping), traditional house construction (Omo Hada), and indigenous environmental management practices, contains implicit scientific concepts related to physics, biology, and environmental science. These cultural elements can be systematically transformed into contextual science learning resources that enhance students’ understanding and engagement. The ethnoscience approach bridges the gap between students’ cultural background and formal scientific knowledge, making learning more meaningful and relevant. The study also shows that integrating local wisdom into science education supports students’ scientific literacy, critical thinking, and cultural identity. However, challenges such as limited instructional materials and teacher readiness remain in implementing ethnoscience-based learning. Overall, this study concludes that Nias local wisdom has strong potential to enrich science education in schools when appropriately integrated through an ethnoscience framework.
INTERNALIZATION OF HAREFA LOCAL WISDOM VALUES IN GUIDANCE AND COUNSELING SERVICES TO DEVELOP STUDENTS’ INTEGRITY-BASED CHARACTER IN THE NIAS ISLANDS Darmawan Harefa
Counseling For All : Jurnal Bimbingan dan Konseling Vol 5 No 2 (2025): Counseling For All : Jurnal Bimbingan dan Konseling
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/jubikon.v5i2.3903

Abstract

This study aims to thoroughly examine the process of internalizing the local wisdom values of Harefa in guidance and counseling (G&C) services to develop students’ integrity-based character in the Nias Islands. The local wisdom of Harefa, or harehare, has a cultural meaning as a place to store guests’ belongings and a philosophical meaning as a symbol of trustworthiness, responsibility, and respect for others. Using a library research approach, this study analyzes various theoretical sources and previous relevant research related to character education based on local wisdom. The findings indicate that integrating local values into G&C services can strengthen the contextual development of students’ character, as these values are deeply rooted in the culture and social life of the Nias community. G&C services that adapt Harefa values through group guidance activities, value reflection, and cultural discussions have been shown to be effective in fostering honesty, responsibility, and respect among students. This study emphasizes that the internalization of Harefa values not only serves as a means of preserving local culture but also functions as a strategic approach to shaping students into individuals with integrity, cultural identity, and strong character. Therefore, the local wisdom of Nias has great potential to serve as the foundation for developing a G&C service model based on regional cultural values.
OPTIMIZING GUIDANCE AND COUNSELING THROUGH NIAS LOCAL WISDOM TO ENHANCE STUDENTS’ SCIENTIFIC ATTITUDES AND PROBLEM-SOLVING SKILLS Darmawan Harefa
Counseling For All : Jurnal Bimbingan dan Konseling Vol 6 No 1 (2026): Counseling For All : Jurnal Bimbingan dan Konseling
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/jubikon.v6i1.4636

Abstract

This study aims to examine the effectiveness of optimizing guidance and counseling (GC) services through the integration of Nias local wisdom in enhancing students’ scientific attitudes and problem-solving skills at SMA Negeri 1 Telukdalam. This research employed a quasi-experimental design with a non-equivalent control group. The sample consisted of tenth-grade students divided into an experimental group and a control group. The experimental group received guidance and counseling services integrated with Nias local wisdom, while the control group received conventional services. Data were collected using a scientific attitude scale and a problem-solving skills test, administered through pre-test and post-test procedures. The data were analyzed using descriptive and inferential statistics, including paired and independent samples t-tests. The results showed a significant improvement in both scientific attitudes and problem-solving skills among students in the experimental group compared to the control group (p < 0.05). The findings indicate that the integration of Nias local wisdom into guidance and counseling services creates a more meaningful and culturally relevant learning environment. This approach enhances students’ engagement, critical thinking, and ability to solve problems effectively. Therefore, culturally responsive guidance and counseling can be considered an effective strategy to support students’ holistic development.
Co-Authors Adam Smith Bago Adaria Hulu Agus Farin Alena Zebua Alexander Frisman Giawa Amaano Fau Angelin Febrianis Fau Anita Zagoto Baspuri Luahambowo Baziduhu Laia Bestari Laia Dakhi, Agustin Sukses Desiputri Hayati Giawa Desrinawati Nehe DUHA, AGUSTINUS Duha, Maria Magdalena Efrata Ge’e Elvita Janratna Sari Dakhi Evan Drani Buulolo Fau, Yohanna Theresia Venty Firdaus Laia Flora Melfin Sriyanti Duha Forilina Laia Gaurifa, Midarwati Gee, Efrata Giawa, Lisatina Halawa, Serasilina HAREFA, ARIANUS Hartaniat Warisman Lase Hemat Zagoto Herlis Juwita Ndruru Hesti Anjani Wau(1) Hulu, Fatolosa I Gede Astra Wesnawa I Made Sutajaya I Putu Wisna Ariawan I Wayan Suja Ida Bagus Made Astawa Ilham Tri Maulana IYAM MARYATI Jesika Bago Jurisman Waruwu Kaminudi Telaumbanua Kaminudin Telaumbanua Kristiurman Jaya Mendrofa Laia , Askarman Laia, Restu Damai Lase , Indah Permata Sari Lase, ndah Permata Sari La`ia, Hestu Tansil Lena Lies Dian Marsa Ndraha Lisatina Giawa(1) Martina Ndruru Mastawati Ndruru Mastawati Ndruru Mastawati Ndruru Mastawati Ndruru Mastawati Ndururu Mastawati Ndururu Murni Hati Sarumaha Murnihati Sarumaha Musafir Zirahu Nariami Wau Ndruru, Mastawati Ndururu, Kalvintinus Nimarwati Laia Novialdi, Andrian Odisman Buulolo Ofirna Andini Sarumaha Putu Budi Adnyana Rohpinus Sarumaha Samanoi Halowo Fau Selfi Yanti Bali Sesilianus Fau Sofiana Faana Sri Florina Laurence Zagoto Statis Panca Putri Laiya Suzana, Yenny Syukur Hati Ziliwu(1) Tafonao, Aluiwaauri Tatema Telambanua Telambanua, Kaminudin Telaumbanu, Tatema Telaumbanua, Tatema Toni Hidayat Toni Lastavaerus Duha Tonius Gulo Ujianhati Zega Vinxen Sians Zihono Vira Febrian Lombu Wau, Hesti Anjani Welli Siswanti Wira Priatin Lahagu Yan Piter Basman Ziraluo Yonathan Sebastian Laowo Yulinus Halawa Yurmanius Waruwu Zagoto, Impiani ZAGOTO, MARIA MAGDALENA ZAI, EKA PERIAMAN ZALUKHU, MERRI CHRISTINA Ziliwu, Syukur Hati Ziraluo, Merdina