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All Journal Journal on Education Jurnal Paedagogy Jurnal bahasa, sastra, seni, dan pengajarannya
Kadir, Irsan
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Arts Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Contribution of Local Content Learning in Preserving Kajang Tribe Culture : Phenomenological Study Kadir, Irsan; Kaharuddin, Kaharuddin; Firdaus, Firdaus; Sari, Nurindah
Jurnal Paedagogy Vol. 11 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i4.13138

Abstract

This research aims to accumulate the concept of formal education in encouraging and maintaining the existence of the Kajang tribe's cultural traditions. The research approach used is a qualitative with a phenomenological method. The informants in this study were the Kajang tribal leaders, the community, parents of students, and teachers of SDN 351 Kawasan Amma Toa. Data collection techniques used were through observation, interviews and documents. The data obtained were then analyzed through three stages, namely data reduction, data presentation and drawing conclusions. The results of the research show that "Pasang Ri Kajang" or noble values implemented in local content learning from the local wisdom of the Kajang tribal community are: 1) Love for God and the universe and its contents, 2) Responsibility, discipline and independence, 3) Honest, 4) Obey applicable rules and be polite, 5) Care about the environment, 6) Work hard in nature conservation, 7) Justice, 8) Be humble, 9) Love peace and unity. The integration of local wisdom values in learning will be in accordance with the existing environment experienced by students so that students will be more motivated in learning so that it will have an impact on preserving Kajang tribal culture.
Integrasi Pedagogi Sosiokultural, Reflektif, dan Partisipatif: Sebuah Kerangka Transdisipliner untuk Desain Pembelajaran Inovatif Rahayu, Sri; Kadir, Irsan; Ruspa, Abd. Rahim; Azis, Fatimah
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.9012

Abstract

Dari perspektif transdisipliner dalam psikologi pendidikan, makalah ini mengeksplorasi bagaimana mengintegrasikan teknik sosial budaya, reflektif, dan partisipatif dalam konstruksi model pembelajaran kreatif. Penelitian ini menggunakan prosedur PRISMA bersamaan dengan metode Systematic Literature Review (SLR). Untuk analisis tematik, 47 makalah yang diterbitkan antara 2014 dan 2025 dipilih dari database nasional dan internasional yang andal. Temuan ini menunjukkan bahwa ketiga metode ini menyediakan kerangka kerja yang mencakup semua: metode sosial budaya menawarkan kerangka kerja untuk pengembangan pengetahuan, metode reflektif memungkinkan penilaian berkelanjutan, dan metode partisipatif menempatkan siswa dalam peran agen aktif. Kombinasi ketiga metode ini memiliki konsekuensi penting untuk menciptakan model pembelajaran yang selaras dengan implementasi Kurikulum Merdeka Indonesia dan responsif terhadap tuntutan abad kedua puluh satu. Menurut temuan penelitian, mengintegrasikan inovasi digital dan pengetahuan lokal ke dalam kerangka kerja ini dapat meningkatkan literasi dan keterlibatan budaya siswa.
From Visual Forms to Character Values: A Conceptual Model of Visual Meaning-Making for Character Education Gufran, Muhammad; Kadir, Irsan; Ismail, Lukman; Ashari, Meisar
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Abstract

Illustrated children's storybooks play a significant role in character education by communicating moral messages through visual narratives. Although previous studies have examined visual literacy, multimodal storytelling, and character education, limited attention has been devoted to explaining how visual forms construct visual meanings that support moral interpretation and represent character values within an integrated framework. Addressing this gap, this study investigates how visual forms in the Indonesian children's storybook Aku Bisa Lebih Baik construct visual meanings, inform moral interpretation, and represent character values. A qualitative visual content analysis was conducted on seven purposively selected illustrations using Wong's (1993) Visual Form Theory as the analytical framework and Lickona's (1991) Character Education Framework as the interpretative lens. The findings reveal an interpretative relationship in which visual forms contribute to the construction of visual meaning, visual meanings support moral interpretation, and moral interpretation supports the representation of six recurring character values: responsibility, honesty, empathy, gratitude, self-regulation, and respect. Based on these findings, the study proposes a Conceptual Model of Visual Support for Character Education, synthesising the relationships among visual forms, visual meaning construction, moral interpretation, and character value representation. Rather than demonstrating children's actual internalisation of character values, the model explains how illustrations may support character education by organising visual cues that facilitate moral interpretation. The study contributes to research on visual communication, children's literature, and character education by providing an empirically grounded conceptual framework and a foundation for future research examining children's responses to visual narratives.
Character-Value Internalization Through <i>Tembe Nggoli</i> Motifs and Weaving Practices in The Mbojo Weaving Community of Wawo District, Indonesia Islamyah, Imamatul; Ashari, Meisar; Kadir, Irsan
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Abstract

Traditional weaving constitutes an important part of Indonesia's cultural heritage, yet its role in character-value learning remains underexplored. This study examines how character values are interpreted, experienced, and reinforced through Tembe Nggoli motifs and weaving practices within the Mbojo weaving community of Wawo District, Indonesia. Using a qualitative mini-ethnographic design, data were collected from four participants through semi-structured interviews, participant observation, and documentation and analyzed using Braun and Clarke's six-phase thematic analysis. The findings indicate that character-related values are encountered through three interrelated dimensions: visual symbolism, embodied weaving practices, and community participation. Within the observed setting, participants associated these dimensions with values such as perseverance, patience, responsibility, cooperation, and social harmony. Based on these findings, the study proposes a relational interpretive framework that conceptualizes character-value internalization as a context-specific sociocultural process rather than a fixed, linear, or universal outcome. The study contributes to ethnopedagogical research by illustrating how traditional weaving may provide a culturally embedded context for character-value learning within the Wawo weaving community.
Co-Authors Ashari, Meisar Azis, Fatimah Firdaus Firdaus Islamyah, Imamatul Ismail, Lukman Kaharuddin Muhammad Gufran Ruspa, Abd. Rahim Sari, Nurindah SRI RAHAYU