Articles
<![CDATA[EARIFAN LOKAL DAN UPAYA PELESTARIAN LINGKUNGAN ALAM ]]>
<![CDATA[Niman, Erna Mena]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan Missio Vol 11 No 1 (2019): Jurnal Pendidikan dan Kebudayaan Missio ]]>
Publisher : <![CDATA[STKIP Santu Paulus Ruteng ]]>
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DOI: 10.2016/jpkm.v11i1.283
<![CDATA[Kualitas lingkungan alam saat ini semakin memburuk. Fungsi lingkungan alam yang terus terdegradasi sebagai akibat kerusakan yang berkepanjangan dan berlangsung terus menerus berdampak buruk terhadap keberlangsungan makhluk hidup termasuk manusia. Eksploitasi yang dilakukan oleh manusia terhadap lingkungan alam mengakibatkan kesenjangan hubungan antara manusia itu sendiri dan juga dengan lingkungannya. Solusi rekayasa teknologi yang ditawarkan sama sekali tidak mampu mengatasi masalah dan belum menyentuh permasalahan kerusakan lingkungan alam. Oleh karena itu, perlu ada upaya perlindungan dan pengelolaan lingkungan alam yang integratif, berkelanjutan, dan konsisten melalui budaya lokal oleh masyarakat lokal dan pemerintah. Upaya tersebut dapat dilakukan dengan menanamkan nilai-nilai yang terkandung dalam budaya lokal. Internalisasi nilai ekologis yang terkandung dalam kearifan lokal dapat membantu lahirnya kesadaran manusia dalam pengelolaan lingkungan alam sehingga dapat membentuk sikap ekologis yang baik. Tulisan ini memaparkan konsep- konsep terkait pentingnya internalisasi nilai-nilai kearifan lokal yang didukung dengan bukti-bukti empiris dan hasil observasi terkait upaya pelestarian lingkungan alam. Dari kajian empiris dan hasil observasi disimpulkan bahwa internalisasi nilai-nilai kearifan lokal dapat memberikan kontribusi positif bagi pelestarian lingkungan alam, melalui perwujudan hak dan kewenangan masyarakat adat setempat.]]>
<![CDATA[CHARACTER BUILDING: THE INSERTION OF LOCAL CULTURE VALUES IN TEACHING AND LEARNING ]]>
<![CDATA[Hieronimus Canggung Darong]]>;
<![CDATA[Yosefina Helenora Jem]]>;
<![CDATA[Erna Mena Niman]]>
<![CDATA[ JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 5, No 3 (2021): Journal of Humanities and Social Studies ]]>
Publisher : <![CDATA[UNIVERSITAS PAKUAN ]]>
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DOI: 10.33751/jhss.v5i3.4001
<![CDATA[This study aims at revealing the values contained in penti ceremony of Manggraian, Flores, NTT the insertion of the values in question in teaching-learning process. Using ethnography approach, data were collected through interview and observation which were subsequently analyzed through some steps namely data reduction, data display and conclusion drawing. The results have shown that penti ceremony has religious, social, and ecological values which can be inserted by means of approach, method and technique of teaching as well as text-books used in teaching-learning process. As one of Indonesian local culture, penti has some values that can be of benefit to build students’ good character and be a guidance, not only for local people but also for students to properly behave with others and nature. ]]>
<![CDATA[Character Building: The Insertion of Local Culture Values in Teaching and Learning ]]>
<![CDATA[Hieronimus Canggung Darong]]>;
<![CDATA[Yosefina Helenora Jem]]>;
<![CDATA[Erna Mena Niman]]>
<![CDATA[ Kawalu: Journal of Local Culture Vol. 8 No. 2 (2021): July-December ]]>
Publisher : <![CDATA[Laboratorium Bantenologi UIN Sultan Maulana Hasanuddin Banten ]]>
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<![CDATA[This study aims at revealing the values contained in penti ceremony of Manggraian, Flores, NTT the insertion of the values in question in teaching-learning process. Using ethnography approach, data were collected through interview and observation which were subsequently analyzed through some steps namely data reduction, data display and conclusion drawing. The results have shown that penti ceremony has religious, social, and ecological values which can be inserted by means of approach, method and technique of teaching as well as text-books used in teaching-learning process. As one of Indonesian local culture, penti has some values that can be of benefit to build students’ good character and be a guidance, not only for local people but also for students to properly behave with others and nature.]]>
<![CDATA[KEARIFAN LOKAL DAN UPAYA PELESTARIAN LINGKUNGAN ALAM ]]>
<![CDATA[Erna Mena Niman]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan Missio Vol. 11 No. 1 (2019): Jurnal Pendidikan dan Kebudayaan Missio ]]>
Publisher : <![CDATA[Unika Santu Paulus Ruteng ]]>
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DOI: 10.36928/jpkm.v11i1.139
<![CDATA[Kualitas lingkungan alam saat ini semakin memburuk. Fungsi lingkungan alam yang terus terdegradasi sebagai akibat kerusakan yang berkepanjangan dan berlangsung terus menerus berdampak buruk terhadap keberlangsungan makhluk hidup termasuk manusia. Eksploitasi yang dilakukan oleh manusia terhadap lingkungan alam mengakibatkan kesenjangan hubungan antara manusia itu sendiri dan juga dengan lingkungannya. Solusi rekayasa teknologi yang ditawarkan sama sekali tidak mampu mengatasi masalah dan belum menyentuh permasalahan kerusakan lingkungan alam. Oleh karena itu, perlu ada upaya perlindungan dan pengelolaan lingkungan alam yang integratif, berkelanjutan, dan konsisten melalui budaya lokal oleh masyarakat lokal dan pemerintah. Upaya tersebut dapat dilakukan dengan menanamkan nilai-nilai yang terkandung dalam budaya lokal. Internalisasi nilai ekologis yang terkandung dalam kearifan lokal dapat membantu lahirnya kesadaran manusia dalam pengelolaan lingkungan alam sehingga dapat membentuk sikap ekologis yang baik. Tulisan ini memaparkan konsep- konsep terkait pentingnya internalisasi nilai-nilai kearifan lokal yang didukung dengan bukti-bukti empiris dan hasil observasi terkait upaya pelestarian lingkungan alam. Dari kajian empiris dan hasil observasi disimpulkan bahwa internalisasi nilai-nilai kearifan lokal dapat memberikan kontribusi positif bagi pelestarian lingkungan alam, melalui perwujudan hak dan kewenangan masyarakat adat setempat.]]>
<![CDATA[Do Teacher Questions Function as Assessment for Learning? ]]>
<![CDATA[Hieronimus Canggung Darong]]>;
<![CDATA[Erna Mena Niman]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 3 (2021): RIELS Journal, September ]]>
Publisher : <![CDATA[RIRAI Publisher ]]>
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DOI: 10.47175/rielsj.v2i3.308
<![CDATA[This study wants to challenge the robust idea of previous findings revealing that employing a particular question type would necessarily functions as Assessment for Learning (AfL). Besides, this study extends previous research focusing on typology and examines the syntactical forms of questioning in its practice. To gather data, six Indonesian English teachers were observed and audio- recorded, thus, transcribed and analysed following the principle of Conversation Analysis (CA). Except referential type functioning as a teaching technique and a discourse marker choice to discursively extend the classroom talk, the result of analysis corroborates previous studies in that they provide diagnostic information from which a better further action was taken place as highlighted in the AfL. Yet, this might occur as questioning types are syntactically constructed following classroom discourse moves. Thus, the examination of questionings functioning as Assessment for Learning (AfL), aside from types, the syntactical form and classroom discourse moves are important to cope with.]]>
<![CDATA[PENDAMPINGAN ASSESSMENT FOR LEARNING (AFL) GURU BAHASA INGGRIS SMPN 9 RUTENG, FLORES ]]>
<![CDATA[Hieronimus Canggung Darong]]>;
<![CDATA[Stanislaus Guna]]>;
<![CDATA[Yosefina Helenora Jem]]>;
<![CDATA[Erna mena Niman]]>
<![CDATA[ Randang Tana - Jurnal Pengabdian Masyarakat Vol 5 No 2 (2022): Randang Tana - Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[Unika Santu Paulus Ruteng ]]>
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DOI: 10.36928/jrt.v5i2.1111
<![CDATA[Teaching is an integrated activity with learning goals or objectives and assessment process. As such, it is conducted on the basis of particular learning goals which subsequently requires assessment activities to look into the impact of teaching on students learning process. The aim of this community service is to furnish the knowledge regarding the assessment process, particularly Assessment for Learning (AfL) of English teachers involving in MGMPS of English Subject at SMPN 9 Ruteng. The method used was in- service training employing Information Processing Theory namely information encoding, information decoding, infromation storing, and information rehearsal. The results have indicated that the English teachers involving in MGMPS SMPN 9 Ruteng were able to make a good instructional design along with the Assessmenf for Learning (AfL). It was proven on their works as they did the task provided by the community service team. Yet, they need to have a further professional development on curriculum and asessment following the changes and goverment policies on education.]]>
<![CDATA[IMPLEMENTASI PENILAIAN OTENTIK OLEH GURU BAHASA INGGRIS DI FLORES ]]>
<![CDATA[Hieronimus Canggung Darong]]>;
<![CDATA[Erna Mena Niman]]>;
<![CDATA[Fatmawati Fatwamati]]>;
<![CDATA[Fransiskus Nendi]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan Vol. 7 No. 1 (2022) ]]>
Publisher : <![CDATA[Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen ]]>
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DOI: 10.24832/jpnk.v7i1.2639
<![CDATA[Kegiatan pembelajaran yang baik dan bermakna juga memerlukan sebuah penilaian yang baik. Perencanaan dan proses pembelajaran harus diakhiri dengan sebuah tahapan penilaian yang berkualitas. Penelitian desain kualitatif ini bertujuan untuk mengetahui praktik, masalah, dan kendala guru dalam kegiatan penilaian otentik. Penelitian melibatkan guru bahasa Inggris yang tergabung dalam Musyawarah Guru Mata Pelajaran Sekolah Bahasa Inggris di Flores. Data diambil dengan teknik observasi, wawancara, dan studi dokumentasi. Hasil penelitian menemukan bahwa implementasi penilaian otentik untuk mata pelajaran bahasa Inggris belum berjalan dengan baik. Kesiapan guru terkait instrumen, penentuan tipe penilaian, dan prosedur penilaian menjadi masalah dalam penerapannya. Selain itu, alokasi waktu dan kemampuan siswa merupakan tantangan yang dihadapi guru dalam menjalankan proses penilaian. Oleh karena itu, guru harus menyiapkan sebuah instrumen, penentuan tipe, dan prosedur penilaian dengan baik.]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN BERMUATAN KEARIFAN LOKAL BERBASIS PROJECT-BASED LEARNING ]]>
<![CDATA[Erna Mena Niman]]>;
<![CDATA[Heronimus E. A Wejang]]>
<![CDATA[ JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 2 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar) ]]>
Publisher : <![CDATA[PGSD UNIKA SANTU PAULUS RUTENG ]]>
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DOI: 10.36928/jipd.v6i2.1378
<![CDATA[Eksistensi kearifan lokal ditengah kemajuan ilmu pengetahuan dan tekhnologi (IPTEK) berdampak pada kehidupan manusia termasuk dunia pendidikan. Lembaga pendidikan sebagai agen perubahan menjadi ujung tombak dalam mengkolaborasikan kearifan lokal dengan perkembangan IPTEK. Tujuan penelitian ini adalah untuk mengetahui bagaimana pengaruh project based learning bermuatan kearifan lokal dapat meningkatkan kemampuan berpikir kritis mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen. Sampel penelitian ini adalah mahasiswa Program Studi Pendidikan Guru Sekolah Dasar, Universitas Katolik Indonesia Santu Paulus Ruteng yang menempuh matakuliah evaluasi pembelajaran. Kelas eksperimen adalah kelas C dan kelas kontrol adalah kelas D. Hasil penelitian menunjukan bahwa pembelajaran berbasis Projec based learning bermuatan kearifan lokal dapat meningkatkan kemampuan berpikir kritis mahasiswa.]]>
<![CDATA[GEOGRAPHICAL CONTEXT AND NATURAL ENVIRONMENT PRESERVATION IN LOCAL CULTURE (A study on the Ritual of Penti in Manggarai, Flores NTT) ]]>
<![CDATA[Erna Mena Niman]]>
<![CDATA[ Jurnal Pengelolaan Sumberdaya Alam dan Lingkungan (Journal of Natural Resources and Environmental Management) Vol 12 No 3 (2022): Jurnal Pengelolaan Sumberdaya Alam dan Lingkungan (JPSL) ]]>
Publisher : <![CDATA[Graduate School Bogor Agricultural University (SPs IPB) ]]>
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DOI: 10.29244/jpsl.12.3.456-465
<![CDATA[Indonesia has a great number of local cultures. Such local cultures exist along with the values, norms, and thought of the society. One of the local culture in question is Penti ceremony that is conducted anually by Manggaraian people in the west of Flores. This study was an attempt to reveal the the geographical context found in the ritual of penti ceremony. To gather the data, interview and observation were carried out and were analyzed in some stages namely data reduction, data display and verfication. The results have shown that the geographical context in the penti covers both natural spatial and social aspects. The natural spatial aspect is concerned with the selection of the locations where the the ritual of penti is carried out. The selected locations were regarded as media for communication and.were as reflections of interpersonal relations and the cosmological view of the Manggarain community towards nature. Meanwhile, the social aspect regulates the social relations of the community which is manifested in the form of norms, ethics, and prohibitions. As a conclusion, the geographical context in the ritual of penti is closely related to natural environment preservation and social life sustainbility. Keywords: penti; spatial and social geography]]>
<![CDATA[Do Teacher Questions Function as Assessment for Learning? ]]>
<![CDATA[Hieronimus Canggung Darong]]>;
<![CDATA[Erna Mena Niman]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 21, No 2: December 2021 Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v21i2.3336
<![CDATA[This study wants to challenge the robust idea of previous findings revealing that employing a particular question type would necessarily functions as Assessment for Learning (AfL). Besides, this study extends previous research focusing on typology and examines the syntactical forms of questioning in its practice. To gather data, six Indonesian English teachers were observed and audio- recorded, thus, transcribed and analysed following the principle of Conversation Analysis (CA). Except referential type functioning as a teaching technique and a discourse marker choice to discursively extend the classroom talk, the result of analysis corroborates previous studies in that they provide diagnostic information from which a better further action was taken place as highlighted in the AfL. Yet, this might occur as questioning types are syntactically constructed following classroom discourse moves. Thus, the examination of questionings functioning as Assessment for Learning (AfL), aside from types, the syntactical form and classroom discourse moves are important to cope with.]]>
