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All Journal Al Ishlah Jurnal Pendidikan Didaktika: Jurnal Kependidikan Proceedings Series on Social Sciences & Humanities
Asep Mahpudz
Universitas Pendidikan Indonesia
Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pembelajaran Toleransi dan Kearifan Lokal pada Masyarakat Plural: Belajar dari Penyelesaian Konflik Sosial di Poso Asep Mahpudz
Proceedings Series on Social Sciences & Humanities Vol. 10 (2023): Proceedings of Seminar Kebangkitan Nasional dan Call for Paper Universitas Muhammadi
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v10i.663

Abstract

This paper aims to analyze the application of local wisdom values and tolerance as good lessons for conflict resolution in post-conflict Poso society. In the Poso conflict, religion was not the main cause of the conflict. The existence of rivalry between elements of society in fighting over political and bureaucratic economic resources became the root of the problem of conflict in Poso. The reason religion becomes a support for political legitimacy and identity to commit violence against others. The potential for conflict in the Poso community can be reduced through the application of local wisdom values and tolerance values. Learning about the values of local wisdom and tolerance is an important factor in reconciliation to strengthen the solidarity of the people who were divided during the conflict. The cultural values of Sintuwu Maroso as the local wisdom of the people in Poso and the application of tolerance values in society are important to continue to develop so that they can reduce conflict and can become an adhesive for peaceful life in Poso.
Transformasi Pendidikan Kewarganegaraan di Era Society 5.0: Menerapkan Filosofi Pendidikan Ki Hajar Dewantara Ahsyabila Fazira; Dasim Budimansyah; Asep Mahpudz
Didaktika: Jurnal Kependidikan Vol. 13 No. 001 Des (2024): Didaktika: Jurnal Kependidikan (Special Issue 2024)
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1381

Abstract

Berdasarkan survei saat ini dunia sudah memasuki era Society 5.0 sehingga kegiatan pembelajaran dengan menggunakan kecerdasan buatan dirancang bukan hanya untuk memudahkan pekerjaan manusia bahkan agar kelak dapat menggantikan peran seorang pendidik. Maka, pendidikan kewarganegaraan terlibat berperan penting dalam menyelesaikan berbagai tantangan perubahan sosial di era Society 5.0. Sebab masyarakat di era 5.0 adalah masa dimana teknologi dan manusia meningkat dengan saling terhubung dan berinteraksi. Oleh sebab itu dalam pembelajaran pendidikan kewarganegaraan perlu senatiasa mengembangkan keterampilan dan sikap yang dapat membantu individu untuk hidup dalam masyarakat yang semakin kompleks dan dinamis. Dalam konteks ini, pendidikan kewarganegaraan membantu meningkatkan pengetahuan dan pemahaman tentang hak dan kewajiban sebagai warga negara yang baik dan bertanggung jawab. Hal tersebut selaras dengan filosofi pendidikan yang dikemukakan oleh Ki Hajar Dewantara yang sangat fundamental dalam membentuk visi pendidikan kewarganegaraan di era Society 5.0. Karena Ki Hajar Dewantara merupakan salah satu ikon dalam bidang pendidikan Indonesia, maka beliau mempunyai gagasan yang baik mengenai perkembangan pendidikan Indonesia di masa depan, termasuk relevansinya terhadap kajian Pendidikan Kewarganegaraan di era society 5.0. Dengan mengintegrasikan pendekatan konsep pendidikan Ki Hajar Dewantara di era Society 5.0, diharapkan kajian pendidikan kewarganegaraan dapat lebih efektif merancang generasi penerus bangsa yang dapat menyesuaikan diri dengan perubahan global, dan memiliki kesadaran akan nilai-nilai kemanusiaan, serta mampu menggunakan teknologi untuk memajukan masyarakat secara inklusif dan berkelanjutan dengan menggunakan metode penelitian kualitatif melalui pendekatan studi fenomenologi.
Exploring School-Based Civic Engagement for Enhancing Life Satisfaction in the Baduy Indigenous Community Rizal Fahmi; Karim Suryadi; Siti Nurbayani K; Asep Mahpudz
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7905

Abstract

Life satisfaction is a critical indicator of democratic governance, reflecting citizens’ well-being and their active participation in societal development. However, prior studies often emphasize government responsibility, neglecting the role of citizen-driven initiatives—particularly in Indigenous contexts such as the Baduy community in Indonesia. This study adopts a narrative literature review method to examine the potential of school-based civic engagement in enhancing life satisfaction among the Baduy people. Relevant peer-reviewed articles published between 2015 and 2024 were sourced from Scopus, ScienceDirect, DOAJ, and Google Scholar. The selection process involved screening, eligibility assessment, and thematic synthesis of 27 studies focused on civic engagement, life satisfaction, and Indigenous well-being. The findings suggest that civic engagement, facilitated through educational institutions, fosters community participation, social cohesion, and cultural preservation. In Indigenous contexts, such as the Baduy community—renowned for their local wisdom, ecological values, and self-reliance—civic practices aligned with traditional norms can enhance subjective well-being. Engagement models involving collaborative education, service learning, and institutional partnerships emerged as promising strategies. School-based civic engagement offers a culturally responsive and sustainable alternative to state-centric development approaches. For the Baduy, integrating civic values into education may strengthen communal identity while promoting life satisfaction. These insights underscore the need for inclusive civic education models tailored to Indigenous contexts, with implications for policymakers, educators, and future research.
Co-Authors Ahsyabila Fazira Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Karim Suryadi Rizal Fahmi Siti Nurbayani