Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Journal of Classroom Action Research MANDALIKA: Journal of Social Sciences Indonesian Journal of Educational Innovation
Lalu Sumardi
University of Mataram
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Ethnocivic: Eksplorasi Potensi Kearifan Lokal Sasak sebagai Sumber Belajar PPKn Sekolah Menengah Atas Kelas XII Lalu Sumardi; Mohamad Mustari; Edy Herianto; Ahmad Fauzan; Edy Kurniawansyah
Journal of Classroom Action Research Vol. 5 No. 2 (2023): Mei
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v5i2.2289

Abstract

Masyarakat Sasak sangat kaya dengan kearifan lokal baik berupa pengetahuan, kepercayaan, persepsi, ataupun adat istiadat. Di sektor pendidikan kearifan lokal Sasak dapat menjadi instrumen untuk meningkatkan kualitas pendidikan salah satunya menjadi sumber belajar. Penelitian ini bertujuan untuk mengidentifikasi, mengkategorisasi, dan memadankan kearifan lokal Sasak yang relevan menjadi sumber belajar PPKn SMU Kelas XII . Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan naturalistik dengan jenis penelitian etnograpi. Sumber data penelitian ini adalah para tokoh adat, tokoh masyarakat, dan pelaku budaya Sasak, serta dokumen. Informan penelitian ditentukan dengan menggunakan teknik bola salju (snowball sampling) dimana penentuan informan dimulai dari informan kunci dan terus bergulir sampai data dirasa cukup. Pengumpulan data dilakukan menggunakan teknik wawancara terbuka dengan menggunakan instrumen pedoman wawancara dan teknik dekumentasi dengan instrumen lembar catatan dokemen. Data yang terkumpul selanjutnya dianalisis menggunakan teknik analisis interaktif tiga tahap dari Miles, Huberman, & Saldana, yaitu; kondensasi data, display data, dan penarikan simpulan. Temuan penelitian ini menunjukkan semua PB PPKn Kelas XII inline dengan kearifan lokal Sasak. Banyak kearifan lokal Sasak yang relevan menjadi sumber belajar PPKn Kelas XII. Berkaitan dengan bentuk relevansi ada 2 bentuk relevansi kearifan lokal Sasak dengan materi PPKn Kelas XII, yaitu; relevansi substantif dan relevansi valuatif.
Approaches, Strategies, and Models of Moral Education in Indonesia: A Literature Review Ni Wayan Asri Undayani; Rizka Aluna; Fitriani Fitriani; Lalu Sumardi
MANDALIKA : Journal of Social Science Vol. 4 No. 1 (2026): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/mandalika.v4i1.371

Abstract

Moral education serves as a critical foundation in shaping a young generation with integrity, resilience, and social responsibility. Amid the challenges of globalization, digital disruption, and a crisis of values among adolescents, the urgency to strengthen moral education has become increasingly evident. This study aims to identify the approaches, strategies, and models of moral education implemented in the Indonesian educational context during the 2020–2025 period. A Systematic Literature Review (SLR) method was employed, based on the PRISMA protocol, by analyzing 30 scholarly articles sourced from Google Scholar, Garuda, and reputable national journals. The findings indicate that moral education approaches are diverse, ranging from religious, constructivist, and value-affective, to visionary-systemic approaches. The strategies identified include role modeling, habituation, reflective projects, and school-family collaboration. Prominent models include religious habituation, transformational character education, cognitive moral dilemmas, and the family-based character model. These approaches have demonstrated high effectiveness when implemented contextually and consistently. Nevertheless, challenges such as low teacher competence, lack of cross-environment synergy, and the influence of digital media remain significant obstacles. This study contributes to mapping moral education practices at the national level and serves as a reference for curriculum development, teacher training, and the formulation of more adaptive and collaborative character education policies.
How Do Teachers Promote Honesty and Responsibility at the Elementary Education Level? A Narrative Inquiry Muhammad Isro' Hidayatullah; Retna Ayu Rachmawati; Hamdiana Hamdiana; Lalu Sumardi; Zokhidova Rano Elbekovna; Lalu Mochamad Ridho Luthfi
Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i1.223

Abstract

In Indonesia, a crisis in moral and values education is emerging among elementary school students, posing a serious threat to the development of a superior generation if these values are not firmly instilled. The purpose of this study is to examine how teachers promote honesty and responsibility in their students. Using a narrative inquiry approach, the research explored teachers’ lived experiences to deepen understanding of how moral values are cultivated in elementary schools. The findings reveal that fostering honesty and responsibility is a long-term, ongoing process underpinned by consistent role modeling, empathy, and daily practice. Teachers emphasized that values are best instilled through example rather than instruction alone. Challenges include inconsistent implementation among educators, the influence of social media, and limited parental understanding. Nevertheless, teachers’ experiences highlight strategies such as culturally responsive practices, Classroom agreements, and restorative approaches that support more effective value formation. This study suggests expanding pedagogy toward moral pedagogy, positioning teachers as moral agents whose reflective experiences contribute to the development of contextual theory and practice. It is recommended that future research and curriculum design emphasize integrating honesty and responsibility through modeling, reflection, and collaboration among schools, families, and communities.
Co-Authors Edy Herianto Edy Kurniawansyah Fauzan, Ahmad Fitriani Fitriani Hamdiana Hamdiana Lalu Mochamad Ridho Luthfi Mohamad Mustari Muhammad Isro' Hidayatullah Ni Wayan Asri Undayani Retna Ayu Rachmawati Rizka Aluna Zokhidova Rano Elbekovna