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All Journal Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Cross-border
Hamengkubuwono Hamengkubuwono
Institut Agama Islam Negeri Curup, Bengkulu, Indonesia
Religion Humanities Education Social Sciences Other

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NILAI-NILAI PENDIDIKAN YANG TERDAPAT DALAM ADAT JAMUAN KUTAI SEBAGAI SUMBER PEMBELAJARAN BAGI ANAK-ANAK Sugandi Hafriansyah; Hamengkubuwono Hamengkubuwono; M. Iqbal Liayong Pratama
Cross-border Vol. 6 No. 1 (2023): Januari-Juni
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat Institut Agama Islam Sultan Muhammad Syafiuddin Sambas Kalimantan Barat

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Abstract

Adat Jamuan Kutai adalah sebuah tradisi perjamuan besar yang merupakan bagian tak terpisahkan dari budaya masyarakat suku Rejang. Tradisi ini melibatkan semua kalangan masyarakat dan mencakup serangkaian acara seperti penyusunan hidangan, pidato dari berbagai pihak, doa bersama, dan makan bersama. Penelitian ini bertujuan untuk mengidentifikasi nilai-nilai pendidikan yang tersirat dalam Adat Jamuan Kutai yang dapat dijadikan sebagai sumber pembelajaran bagi anak-anak. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan menggunakan data primer dan sekunder. Tokoh Adat, Ketua Kutai, dan Perangkat Agama adalah subjek utama dalam penelitian ini. Penelitian dilaksanakan di Desa Bioa Putiak, Kecamatan Pinang Belapis, Kabupaten Lebong. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Data yang terkumpul dianalisis dengan tahapan reduksi data, penyajian data, dan penyimpulan. Hasil penelitian menunjukkan bahwa Adat Jamuan Kutai di Desa Bioa Putiak, Kecamatan Pinang Belapis, Kabupaten Lebong, biasanya dilakukan pada malam hari. Tradisi ini melibatkan peran Telau Sukau Penimbea Adat (Kepala Desa), Syara’ (Imam), dan Kutai (Ketua Kutai) dalam menyampaikan maksud dan tujuan acara melalui penyelenggaraan perjamuan, serta melibatkan Punyung Mei dan Punyung Sawo sebagai unsur penting dalam pelaksanaannya.. Lebih dari sekadar perayaan, tradisi ini membawa nilai-nilai pendidikan yang mencakup aspek religius, moral, sosial, dan budaya, memberikan pembelajaran yang kuat tentang pentingnya gotong royong, kebersamaan, dan menjaga warisan budaya. Ini juga menegaskan peran penting generasi muda dalam melestarikan tradisi dan menggabungkan adat dengan nilai-nilai agama sebagai pedoman hidup mereka
The Effectiveness of Independent Curriculum Implementation in SMA Negeri 5 Rejang Lebong: A CIPP-Based Evaluation Aris Dianto; Hamengkubuwono Hamengkubuwono; Irwan Fathurrochman
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 10 No 02 (2024): November 2024
Publisher : Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v10i02.10850

Abstract

This study evaluates the implementation of the Independent Curriculum at SMA Negeri 5 Rejang Lebong using the CIPP (Context, Input, Process, and Product) evaluation model. A qualitative evaluative research approach was employed, with data collected through direct observation, in-depth interviews, and document analysis. The findings reveal that: (1) The context evaluation indicates that the school's Operational Curriculum (KOSP) aligns with established standards. (2) The input evaluation highlights that infrastructure does not fully meet standards, teachers demonstrate strong academic, personal, and social competencies but lack professional competence, students exhibit readiness for learning but limited engagement, and the availability of teaching modules remains insufficient. (3) The process evaluation shows that interactive and engaging learning environments meet expectations, yet inspirational and student-motivating aspects, as well as teachers’ roles in guidance and facilitation, are not fully realized. Assessment and reflection processes comply with the standards, and the implementation of the P5 (Strengthening Pancasila Student Profile) project meets the required criteria. (4) The product evaluation reveals that students' academic reports do not meet the expected standards, whereas P5 reports comply. These findings underscore the need for enhanced infrastructure, teacher professional development, and comprehensive curriculum evaluation to ensure the Independent Curriculum’s effectiveness..
The Effectiveness of Independent Curriculum Implementation in SMA Negeri 5 Rejang Lebong: A CIPP-Based Evaluation Aris Dianto; Hamengkubuwono Hamengkubuwono; Irwan Fathurrochman
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 10 No 02 (2024): November 2024
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v10i02.10850

Abstract

This study evaluates the implementation of the Independent Curriculum at SMA Negeri 5 Rejang Lebong using the CIPP (Context, Input, Process, and Product) evaluation model. A qualitative evaluative research approach was employed, with data collected through direct observation, in-depth interviews, and document analysis. The findings reveal that: (1) The context evaluation indicates that the school's Operational Curriculum (KOSP) aligns with established standards. (2) The input evaluation highlights that infrastructure does not fully meet standards, teachers demonstrate strong academic, personal, and social competencies but lack professional competence, students exhibit readiness for learning but limited engagement, and the availability of teaching modules remains insufficient. (3) The process evaluation shows that interactive and engaging learning environments meet expectations, yet inspirational and student-motivating aspects, as well as teachers’ roles in guidance and facilitation, are not fully realized. Assessment and reflection processes comply with the standards, and the implementation of the P5 (Strengthening Pancasila Student Profile) project meets the required criteria. (4) The product evaluation reveals that students' academic reports do not meet the expected standards, whereas P5 reports comply. These findings underscore the need for enhanced infrastructure, teacher professional development, and comprehensive curriculum evaluation to ensure the Independent Curriculum’s effectiveness..
Co-Authors Aris Dianto Irwan Fathurrochman M. Iqbal Liayong Pratama Sugandi Hafriansyah