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All Journal Journal of Classroom Action Research Indonesian Journal of Educational Innovation
Lalu Sumardi
University of Mataram
Education Languange, Linguistic, Communication & Media Mathematics Other

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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.
An Analysis of the Impact of Child-Friendly School Culture Implementation on Students’ Collaboration Skills at West Nusa Tenggara, Indonesia Ni Wayan Asri Udayani; Vira Sasmita; Baiq Chunafa Diza Farhana; Lalu Sumardi; Dadi Setiadi
Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v1i3.163

Abstract

Schools are increasingly expected to create learning environments that support not only academic achievement but also students’ social and collaborative skills. This study analyzes the impact of implementing the Child-Friendly School (CFS) culture on elementary students’ collaboration skills at SDN 5 Cakranegara, Mataram City, West Nusa Tenggara, Indonesia. The study employed a qualitative case-study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, teachers, students, and parents. The data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that implementing the CFS culture positively impacts students’ collaboration skills by fostering an inclusive, safe, and participatory school environment. Routine activities, positive discipline practices, differentiated instruction, inclusive play settings, and parental involvement enhance students’ cooperation, communication, empathy, and mutual respect. However, several challenges remain, including limitations in school facilities and the persistence of competitive learning norms. In conclusion, the implementation of a Child-Friendly School culture effectively supports the development of students’ collaboration skills and social-emotional competencies. This study implies that child-friendly education should be strengthened through continuous evaluation, collaborative learning strategies, and sustainable school–parent partnerships to maintain inclusive and collaborative learning environments in elementary schools
Co-Authors Baiq Chunafa Diza Farhana Dadi Setiadi Edy Herianto Edy Kurniawansyah Fauzan, Ahmad Mohamad Mustari Ni Wayan Asri Udayani Vira Sasmita