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All Journal Jurnal Pendidikan Biologi Indonesia Edukasi: Jurnal Pendidikan Sosial Horizon: Jurnal Pendidikan Sosial Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Syntax Literate: Jurnal Ilmiah Indonesia Jurnal Artefak ARRUS Journal of Social Sciences and Humanities Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Edukasi Borneo Journal of Social Work and Science Education GeoEco
Pitalis Mawardi Baging
Universitas PGRI Pontianak
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Potensi Tradisi Sapat Taun dalam Pembelajaran Sejarah Berbasis Kearifan Lokal: Kajian Literatur Loppias Lai Simon; Siswandi Siswandi; Pitalis Mawardi Baging
Jurnal Artefak Vol 13, No 1 (2026): Historical Literacy and Local Wisdom
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ja.v13i1.23685

Abstract

This study aims to examine the potential of the Sapat Taun tradition as a source of history education based on local wisdom. This study employs a descriptive-qualitative literature review approach by analyzing various national and international scholarly sources relevant to local traditions, history education, and cultural heritage education. The results of the study indicate that the Sapat Taun tradition contains historical, social, cultural, spiritual, and ecological values that can be utilized in contextual and meaningful history education. This tradition embodies the values of mutual cooperation, respect for ancestors, gratitude, and care for the environment—values that are relevant to strengthening students’ character and cultural identity. Integrating the Sapat Taun tradition into history education has the potential to strengthen historical awareness, appreciation for local culture, and students’ connection to their social environment. Thus, the Sapat Taun tradition deserves to be positioned as a source of history learning based on local wisdom that supports more relevant, reflective learning oriented toward the preservation of regional cultural heritage.
Implementasi Strategi Pembelajaran Kontekstual dalam Meningkatkan Sikap Sosial Siswa IPS di SMA Negeri Simpang Hulu: Implementation of Contextual Learning Strategies in Improving Social Attitudes of Social Studies Students at Simpang Hulu State Senior High School Sumardi Sumardi; Pitalis Mawardi Baging
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8376

Abstract

21st-century education demands learning that is not only oriented towards cognitive aspects but also capable of developing students' social attitudes. Social studies learning plays an important role in fostering cooperation, empathy, and social responsibility, but school practices remain teacher-centered, resulting in suboptimal development. This condition demands the application of contextual learning strategies that link material to students' real lives. This study aims to describe and analyze the implementation of contextual learning strategies to improve students' social attitudes in social studies at Simpang Hulu State Senior High School. The study used a descriptive qualitative approach. The research subjects were social studies teachers and 10th-grade students, selected purposively. Data were collected through observation, interviews, and documentation, then analyzed using an interactive model through data reduction, data presentation, and conclusion drawing. The results showed that contextual learning strategies have been implemented through the components of constructivism, learning communities, and questioning, although not optimally and still partially. Learning that links material to real contexts encourages students' social interactions through group discussions. Students' social attitudes improve in cooperation and responsibility, while empathy develops gradually. Supporting factors include curriculum flexibility, environmental potential, and students' social interactions. Inhibiting factors include teacher preparedness, student learning habits, time constraints, and learning media. This strategy plays a crucial role when implemented consistently and systematically.
Peran Guru dalam Mengembangkan Pembelajaran IPAS Berbasis Kearifan Lokal untuk Meningkatkan Pemahaman Kontekstual Siswa Sekolah Dasar: The Role of Teachers in Developing Local Wisdom-Based Science Learning to Improve Elementary School Students' Contextual Understanding Albinus Taem; Pitalis Mawardi Baging
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8391

Abstract

Science learning in elementary schools requires a contextual learning process so that students are able to understand concepts meaningfully and relevant to everyday life. Utilizing local wisdom is a strategic alternative because it can connect learning materials with students' socio-cultural environment. Conditions at SD Negeri 02 Sungai Melayu Rayak, Ketapang Regency, show the potential of the river environment, plantations, and local community life that can be utilized as learning resources. This study aims to describe and analyze the role of teachers in developing science learning based on local wisdom in improving students' contextual understanding. The study used a qualitative approach with a descriptive type. The research subjects consisted of teachers and students who were selected purposively. Data collection techniques were carried out through observation, interviews, and documentation, while data analysis used an interactive model through data reduction, data presentation, and drawing conclusions. The results of the study indicate that the role of teachers is realized as learning designers, facilitators, cultural mediators, and evaluators. The implementation of learning is carried out by linking science material with local contexts such as river ecosystems, plantations, and community activities so that learning becomes more meaningful. Students' contextual understanding improved through their ability to connect concepts to everyday life, explain environmental phenomena, and demonstrate concern for environmental sustainability. Supporting factors included local environmental potential and active student involvement, while barriers included limited planning, teacher preparedness, and learning media. This study concluded that local wisdom-based science learning is effective in improving students' contextual understanding when supported by optimal teacher involvement, systematic learning management, and the use of the local environment as the primary learning resource.
Design thinking model integrating Naik Dango local wisdom to foster junior high students’ 4C skills Handi Darmawan; Pitalis Mawardi; Basuki Wibowo; Eka Trisianawati; Nurbani Nurbani
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44642

Abstract

Background: In biology learning, integrating the local wisdom with design thinking offers a contextual and innovative approach to empowering students’ 4C skills. However, previous studies have rarely integrated local wisdom as a pedagogical mechanism within the design thinking framework. Methods: This study employed a Research and Development approach based on the Plomp model, consisting of three stages: preliminary research, prototyping, and assessment. Participants were 85 junior high school students in Ngabang City, West Kalimantan, divided into an experimental group and a control group. Data were collected through validation, observation, and questionnaires, and analyzed using ANCOVA to assess the model’s validity, practicality, and effectiveness. Results: The results of the validity test showed that all learning materials were valid, with reliability ranging from substantial to perfect. The practicality evaluation indicated that the Naik Dango learning model integrated with design thinking was very well received by students, with an average positive response rate of 87.20%. The effectiveness test revealed a significant improvement in students’ 4C skills, as indicated by p-values of less than 0.05 for each skill dimension. Conclusion: The Naik Dango learning model integrated with design thinking was valid, practical, and effective in enhancing students’ 4C skills.  
Professional Competencies of Teacher Professional Education Students in Teaching Practice at State Senior High School 8 Pontianak Diah Retna Lestari; Syafrial Nur; Karel Juniardi; Pitalis Mawardi Baging
ARRUS Journal of Social Sciences and Humanities Vol. 5 No. 6 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum4798

Abstract

Teacher professionalism is widely recognized as a critical determinant of educational quality, yet empirical evidence indicates persistent gaps between expected professional competencies and their actual enactment during teaching practice. This study aims to analyze the professional competencies of Teacher Professional Education students during their teaching practicum at State Senior High School 8 Pontianak, with particular attention to how these competencies are developed and manifested in real classroom contexts. Employing a qualitative descriptive-analytic approach with a case study design, data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using interactive thematic analysis. The results reveal that while students demonstrated adequate professional conduct and basic instructional competence, their competencies were largely procedural, with limited pedagogical adaptability, critical reflection, and collaborative professionalism. Classroom management and instructional planning were implemented formally yet often lacked responsiveness to students’ learning dynamics. Reflective practice and mentoring interactions were found to be insufficiently developed, constraining deeper professional learning. The study concludes that teaching practice provides an essential foundation for professional competence but remains suboptimal in fostering reflective, adaptive, and collaborative dimensions of professionalism. This research contributes scientifically by offering context-specific empirical evidence on practicum-based competency development and by emphasizing the need to reconceptualize teaching practice as a structured professional learning space.
IMPROVING STUDENTS LEARNING OUTCOMES USING GROUP INVESTIGATION METHOD Ivan Veriansyah; Ihsan Nurhakim; Pitalis Mawardi
GeoEco Vol 11, No 1 (2025): GeoEco January 2025
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ge.v11i1.95520

Abstract

This research is Classroom Action Research which aims to improve student learning outcomes using the Group Investigation method. This research was carried out in 1 cycle consisting of four stages, namely planning, implementing actions, observing and reflecting. Because the expected results have been achieved, only 1 cycle is carried out without a second cycle. The results of the research show a significant increase in student learning outcomes in oceanography courses for semester 2 students in Geography study program at PGRI University of Pontianak. In pre-action it was found that there were still 89% of students who could not achieve the minimum score with an average score 44.2. After implementing the group investigation method in the class, it was found that  the student's score increased to 77 with the student completion rate reaching 82%. This shows that the group investigation method is very effective in improving student learning outcomes because this model guide students to get involve in internalizing and reshaping information actively. Beside that, students build understanding from within, not from external sources which encourages a better understanding of the topics.
GIS SPATIAL MODEL FOR NATURAL RESOURCE MANAGEMENT (NRM) FOR INDIGENOUS COMMUNITIES IN INDONESIA AND MALAYSIA Pitalis Mawardi Baging; Ihsan Nurhakim
GeoEco Vol 12, No 2 (2026): GeoEco July 2026
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ge.v12i2.102393

Abstract

Natural resource management (NRM) in indigenous communities plays a crucial role in sustaining environmental resources and improving rural livelihoods. However, indigenous knowledge related to NRM is often poorly documented and rarely integrated into systematic environmental management planning, creating gaps in sustainable resource governance. This study aims to analyse and model the implementation planning of natural resource management based on indigenous knowledge levels and natural resource deterioration factors in selected indigenous villages in Indonesia and Malaysia. Data were collected from 200 respondents across four indigenous villages: Saham, Pahuman (Sengah Temila), and Mandor in Landak Regency, West Kalimantan (Indonesia), and Serendah in Hulu Selangor (Malaysia). Hierarchical Agglomerative Cluster Analysis (HACA) was used to classify nine questionnaire variables (SC1–SC9) related to knowledge and environmental deterioration factors. The clustering results were further integrated with Geographic Information System (GIS) spatial modelling using the Inverse Distance Weighting (IDW) interpolation method to analyse spatial distribution patterns of the identified models. The analysis produced five natural resource management implementation models: Model A (innovation of existing management systems), Model B (development of management systems), Model C (application of new technologies such as GIS), Model D (guidance from responsible environmental authorities), and Model E (government commitment). Spatial analysis revealed strong community support for these models, with agreement levels reaching approximately 95% in Serendah Village and generally positive responses across villages in Landak Regency. These findings highlight the importance of integrating indigenous knowledge, technological approaches, and institutional support to strengthen sustainable natural resource management in indigenous communities.
Co-Authors Albinus Taem Basuki Wibowo Diah Retna Lestari Eka Trisianawati Handi Darmawan Ihsan Nurhakim Ivan Veriansyah Karel Juniardi Loppias Lai Simon Nurbani Nurbani Paiman Siswandi Siswandi Sumardi Sumardi Syafrial Nur