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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Aksi Kita: Jurnal Pengabdian Kepada Masyarakat
aulia vitari
IBI Darmajaya
Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Peran Pembangunan Tugu Blok F (Dusun Margo Makmur) dalam Penguatan Identitas Wilayah di Desa Martajaya, Kecamatan Lubuk Raja, Kabupaten Ogan Komering Ulu melalui Kegiatan Kuliah Kerja Nyata Ramadhani, Andrie; Vitari, Aulia; Andini, Sella; Siswita; Oktavia, Vera; Dewi, Nurmala
Aksi Kita: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1 (2026): JANUARI-FEBRUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/f3x9g743

Abstract

Pembangunan Tugu Blok F di Desa Martajaya merupakan bagian dari kegiatan Kuliah Kerja Nyata (KKN) yang bertujuan memperkuat identitas wilayah melalui simbol ruang publik. Penelitian ini bertolak dari permasalahan lemahnya keterikatan warga terhadap simbol lokal dan minimnya ruang representasi kolektif. Metode yang digunakan adalah pendekatan partisipatoris dengan teknik observasi, wawancara, dan dokumentasi selama pelaksanaan KKN. Hasil penelitian menunjukkan bahwa pembangunan tugu tidak hanya meningkatkan kesadaran warga terhadap sejarah dan identitas lokal, tetapi juga mendorong partisipasi aktif dalam perawatan dan pemanfaatan ruang publik. Tugu Blok F menjadi titik temu baru yang memperkuat kohesi sosial dan memperjelas batas simbolik wilayah. Temuan ini menegaskan pentingnya integrasi simbol fisik dan kegiatan partisipatif dalam penguatan identitas lokal berbasis komunitas.
Reconceptualising Museum Pedagogy in Informal Learning Contexts:A Systematic Literature Review Vitari, Aulia; Hariri, Hasan; Sunyono; Sinaga, Risma Margaretha
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.29803

Abstract

Museums have progressively evolved from static repositories of cultural heritage into dynamic, learner-centred educational institutions that support informal, lifelong, and socially situated learning. This study aimed to systematically synthesise contemporary research on museum pedagogy in order to identify dominant theoretical orientations, pedagogical practices, and emergent challenges across diverse museum learning contexts. Employing a systematic literature review (SLR) design in accordance with the PRISMA 2020 guidelines, the study analysed 18 peer-reviewed articles published between 2020 and 2025 in journals indexed in Scopus, Web of Science, and SINTA 1–2. Thematic synthesis, supported by independent coding with an inter-rater reliability coefficient of κ = 0.82, was applied to examine patterns across the literature. The analysis identified six interrelated dimensions of contemporary museum pedagogy: (1) technology-enhanced museum learning, (2) experiential and constructivist approaches, (3) inclusive and accessible pedagogical practices, (4) cross-curricular integration, (5) visitor engagement and meaning-making, and (6) professional development of museum educators. The findings indicate a conceptual shift from isolated educational activities toward coherent pedagogical designs that integrate digital mediation, sociocultural participation, and inclusive learning principles. Persistent gaps remain in longitudinal assessment of learning outcomes, cross-cultural comparative research, and empirical operationalisation of inclusive pedagogical frameworks. This study contributes an integrative synthesis that advances theoretical coherence in museum pedagogy and provides evidence-based insights for researchers, museum practitioners, and policymakers seeking to design inclusive, pedagogically grounded, and digitally responsive museum learning environments.
Co-Authors Andini, Sella Hasan Hariri Nurmala Dewi, Nurmala Oktavia, Vera Ramadhani, Andrie Risma Margaretha Sinaga Siswita Sunyono