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Analysis of Fogarty Model In Social Studies Learning Elpalina, Srimutia; Ananda, Azwar; Fatimah, Siti
LANGGAM: International Journal of Social Science Education, Art and Culture Vol 3 No 2 (2024): LANGGAM: International Journal of Social Science Education, Art and Culture (June
Publisher : Master Program of Social Science Education of Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/langgam.v3i2.207

Social Sciences (IPS) education has an important role in the educational curriculum to form a holistic understanding of society, culture, history and geography. However, the development of integrated social studies education materials is still faced with a number of challenges, such as teacher unpreparedness, lack of personality competence, and difficulties in integrating concepts from various scientific disciplines in a meaningful way for students. This study aims to investigate the process of formulating and developing integrated social studies educational materials according to Robin Fogarty's contribution and identifying effective strategies to overcome these challenges. The research method used is literature study with a qualitative approach. Data were analyzed using content and descriptive analysis methods from various relevant literature sources. The research results show that the development of integrated social studies education materials according to Robin Fogarty's contribution involves various models, such as the Cellular Model, Connected Model, Nested Model, Sequenced Model, Shared Model, Webbed Model, Threaded Model, Integrated Model, and Immersed Model. Each model provides a different approach to integrating curriculum and facilitating cross-disciplinary learning. Even though each model has its own advantages, each model also has its own limitations and challenges in implementation. The discussion highlights the importance of developing integrated social studies educational materials in developing students' holistic understanding of society and culture and preparing them to become active citizens and participants in a multicultural and global society. The challenges faced in developing this material can be overcome through strategies such as developing learning models that emphasize integration aspects, preparing interesting and relevant teaching materials, as well as training for teachers in implementing an integrated social studies learning approach effectively. It is hoped that this research can make a significant contribution to the development of more effective and relevant social studies curriculum and learning practices in the future.

Politeness in Criticizing Political Discourse: A Model Design Agustina, Agustina; Nurizzati, Nurizzati; Gani, Erizal; Adek, Muhammad; Elpalina, Srimutia
Humanus Vol 22, No 1 (2023)
Publisher : Pusat Kajian Humaniora FBS Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/humanus.v22i1.119986

The design of this model is based on previous research findings that show the existence of 'verbal violence' in criticizing politicians during political discourse. This violence stems from the type of criticism, the strategy used to criticize, and the dominant style of criticism which is often sarcastic and cynical. As a result, the illocutionary function is conflictive and competitive, which poses a high level of face threat and falls within the impolite category. Based on these findings, a politeness model was developed to criticize political discourse. The model was designed using research and development methods with six stages: needs analysis, model design, model development, model implementation, and model evaluation. Data was collected through media review, and data validation was conducted using expert and user validation. Data analysis was done through content analysis and model development. Given that political discourse is characterized by a struggle for power, the model aims to reduce and soften the illocutionary power of criticism by applying relevant politeness principles and scales. The model is implemented using declarative and interrogative constructions, fenced imperative pragmatic meanings, and soft cues to produce polite criticism while maintaining the competitive atmosphere of political contestation. Therefore, the novelty of this research lies in using linguistic tools to produce a model of polite criticism without reducing the competitive atmosphere that characterizes political contestation. Additionally, the model can contribute to revitalizing political culture by increasing political discourse literacy through linguistic competence. It also presents an alternative solution to the problem of intolerance in the country.

Kepuasan Peserta Didik terhadap Perubahan Kebijakan Kurikulum Elpalina, Srimutia; Rusdinal, Rusdinal; Gistituati, Nurhizrah; Agustina, Agustina; Azis, ACK
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i4.7196

Indonesia sering mengalami perubahan kurikulum yang menimbulkan tantangan tersendiri bagi guru, siswa, dan Lembaga Pendidikan. Studi[RF1] [-L-2] ini bertujuan untuk mengevaluasi dampak perubahan kebijakan kurikulum dari Kurikulum 2013 ke Kurikulum Merdeka terhadap peserta didik sekolah dasar di Kota Padang. Penelitian ini menggunakan pendekatan kuantitatif dengan menggunakan kuesioner berbasis skala Likert kepada 50 peserta didik dari 5 instansi pendidikan berbeda. Hasil analisis menunjukkan bahwa secara keseluruhan, peserta didik menunjukkan tingkat kepuasan yang tinggi terhadap keterlibatan dan motivasi belajar (rata-rata skor 3,76), pemahaman materi pelajaran (rata-rata skor 3,50), penggunaan metode pembelajaran yang menarik (rata-rata skor 3,87), serta sistem evaluasi dan penilaian (rata-rata skor 3,58) dalam Kurikulum Merdeka. Namun, terdapat kebutuhan untuk memperhatikan perkembangan keterampilan sosial dan emosional siswa (rata-rata skor 2,87), yang dinilai masih kurang memuaskan. Simpulan dari penelitian ini adalah bahwa perubahan kurikulum mampu meningkatkan kepuasan belajar siswa dalam beberapa aspek, tetapi evaluasi berkelanjutan diperlukan untuk memastikan bahwa kurikulum baru memberikan pengalaman belajar yang optimal bagi peserta didik, serta mendukung peningkatan kualitas pendidikan secara keseluruhan. [RF1]Tambahkan latar belakang penelitian (1 kalimat). [-L-2]Sudah, yang font berwarna biru.

Revitalizing the Significance of Sumbang Duo Baleh in the Development of Social Ethics Among the Minangkabau Youth Generation Agustina, Agustina; Elpalina, Srimutia; Azis, Adek Cerah Kurnia; Sugito, Sugito
Gorga : Jurnal Seni Rupa Vol. 14 No. 1 (2025): Gorga: Jurnal Seni Rupa
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gr.v14i1.66061

The social ethical crisis that hit the young generation today is a serious concern in the world of education and culture. Phenomena such as bullying, degradation of manners, and a decline in the sense of social responsibility are real symptoms of the weakening of moral values that should be formed from an early age. In the context of the Minangkabau community, the customary values contained in the Sumbang Duo Baleh are one of the sources of local wisdom that is rich in ethical guidelines and social conduct. This article aims to analyze the relevance of Sumbang Duo Baleh in the formation of social ethics of the younger generation, as well as offer a strategy for revitalizing these values so that they remain contextual in the modern era. The method used is a literature study with a descriptive qualitative approach, through the analysis of cultural documents, scientific literature, and reflection on cultural practices in the Minangkabau community. The results of the study show that the Baleh Duo Contribution, which consists of twelve ethical norms such as kato (speaking politely), cembang danga (listening well), sumcontribution karajo (being responsible for work), and incest (acting appropriately), has great potential as a guideline in shaping the social attitudes and character of the younger generation. However, these values are starting to be marginalized due to the lack of cultural literacy and the strong flow of global values. Therefore, the revitalization of these customary values needs to be carried out through synergy between schools, families, and indigenous peoples, with the support of digital technology as a medium for transforming values that are adaptive and attractive to Generation Z. The implications of this study show the need for a character education policy that is more based on local wisdom, as well as the development of culture-based learning media to strengthen the identity and integrity of the younger generation.

KOLEKSI MUSEUM ADITYAWARMAN: SEBAGAI SUMBER BELAJAR SENI DAN BUDAYA Syukri, Apdanil; Kurnia Azis, Adek Cerah; Olendo, Yudhistira Oscar; Elpalina, Srimutia; Syam, Christanto
Gorga : Jurnal Seni Rupa Vol. 12 No. 2 (2023): Gorga : Jurnal Seni Rupa
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gr.v12i2.51471

The Adityawarman Museum in West Sumatra plays a significant role in preserving and presenting a diverse collection of Minangkabau culture, encompassing various aspects of art, history, and culture. The aim of this research is to describe the collections of the Adityawarman Museum as one of the sources of learning for art and culture. This is a qualitative study with a descriptive approach. The museum gathers collections that include geologica, biologica, ethnographica, archaeologica, historica, numismatics/heraldry, philologica, ceramics, fine arts, and technology, reflecting a rich and diverse cultural heritage. The museum serves as a non-formal educational institution that can enhance public understanding of history, art, and culture. The Adityawarman Museum plays a strategic role in preserving and communicating the cultural heritage of West Sumatra, and with the right efforts, it can become an engaging and educational learning center for both the current and future generations.Keywords: museum, Adityawarman, collection. learning, culture. AbstrakMuseum Adityawarman di Sumatera Barat memainkan peran penting dalam melestarikan dan menyajikan beragam koleksi budaya Minangkabau yang mencakup berbagai aspek seni, sejarah, dan budaya. Tujuan penelitian ini adalah untuk mendesktipsikan koleksi Museum Adityawarman yang sebagai salah satu sumber belajar seni dan budaya. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Museum ini mengumpulkan koleksi yang mencakup geologika, biologika, etnografika, arkeologika, historika, numismatika/heraldika, filologika, keramologika, seni rupa, dan teknologika, yang mencerminkan warisan budaya yang kaya dan beragam. Museum berperan sebagai lembaga pendidikan nonformal yang dapat meningkatkan pemahaman masyarakat tentang sejarah, seni, dan budaya. Museum Adityawarman memiliki peran strategis dalam melestarikan dan mengkomunikasikan warisan budaya Sumatera Barat, dan dengan upaya yang tepat, dapat menjadi pusat pembelajaran yang menarik dan mendidik untuk generasi sekarang dan yang akan datang.Kata Kunci: museum, Adityawarman, koleksi, belajar, budaya. Author:Apdanil Syukri : Universitas Awal BrosAdek Cerah Kurnia Azis : Universitas Negeri MedanYudhistira Oscar Olendo : Universitas TanjungpuraSrimutia Elpalina : Universitas Negeri PadangChristanto Syam : Universitas Tanjungpura References: Azis, A. C. K., Mesra, M., & Sugito, S. (2021). Pengembangan Bahan Ajar Micro Teaching Bagi Mahasiswa Seni Rupa Universitas Negeri Medan. Gorga: Jurnal Seni Rupa, 10(1), 223-229.Burhan, B. (2007). Penelitian Kualitatif Komunikasi, Ekonomi, Kebijakan Public, dan Ilmu Sosial Lainnya. Jakarta: Kenca.Departemen Pendidikan dan Kebudayaan. 1995. Undang-Undang Republik Indonesia Nomor 5 Tahun 1992 Tentang Benda Cagar Budaya. Padang: Dinas Pariwisata Seni dan Budaya Propinsi Sumatera Barat.Diana, D. (2015). œMuseum Adityawarman. Hasil Wawancara Pribadi: 10 Juni 2015, Padang.Dion, D. (2015). œMuseum Adityawarman. Hasil Wawancara Pribadi: 24 Juni 2015, Padang.Elpalina, S., Agustina, A., Azis, A. C. K., & Syukri, A. (2023). Bentuk Pakaian Adat Panghulu di Batipuah Baruah Tanah Datar. Gorga: Jurnal Seni Rupa, 12(1), 167-173.Maysela, R., Ghozali, I., & Olendo, Y. O. (2016). Manajemen Pengelolaan Sanggar Bantang Dara Irakng Di Desa Durian Kecamatan Sambas Kabupaten Sambas. Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 10(12).Moechtar, M. (1985). Buku Petunjuk Museum Negeri Adityawarman Sumatera Barat. Padang: Proyek Pengembangan Permuseuman Sumatera Barat.Muasri, M. (2012). œMuseum Adityawarman. Hasil Wawancara Pribadi: 10 Juni 2012, Padang.Muasri, M. (2014). œMuseum Adityawarman. Hasil Wawancara Pribadi: 12 Februari 2014, Padang.Riza, R. (2014). œMuseum Adityawarman. Hasil Wawancara Pribadi: 1 Juli 2014, Padang.Rizal, R. (2015). œMuseum Adityawarman. Hasil Wawancara Pribadi: 1 Juli 2015, Padang.Zed, M. (2012). œPeran Museum Sebagai Sumber Belajar. Hasil Wawancara Pribadi: 1 Juli 2012, Padang.

IMPLEMENTASI MODEL EVALUASI FORMATIF-SUMATIF DALAM MENINGKATKAN PEMBELAJARAN SENI BUDAYA Elpalina, Srimutia; Ambiyar, Ambiyar; Agustina, Agustina; Azis, Adek Cerah Kurnia
Gorga : Jurnal Seni Rupa Vol. 13 No. 1 (2024): Gorga : Jurnal Seni Rupa
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gr.v13i01.55826

AbstractThe learning of Arts and Culture plays a crucial role in shaping students' creativity, cultural understanding, and art appreciation. Despite its significance, Arts and Culture education faces several challenges, including insufficient school support, limited resources, technological challenges, and the availability of qualified teachers. Therefore, this research aims to explore the implementation of formative-summative evaluation models as an effort to enhance the quality of Arts and Culture education. The study employs a literature review method with four stages, involving the development of tools and equipment, compilation of bibliography, reading and noting research materials, and content and descriptive analysis. The results of the analysis reveal that the implementation of formative-summative evaluation models plays a central role in improving Arts and Culture education. Formative evaluation provides continuous feedback and identifies the need for improvement, while summative evaluation offers an overall picture of students' achievements. The application of this evaluation model involves the development of evaluation instruments, monitoring the learning process, adjusting teaching methods, providing feedback to students, identifying the need for improvement, and developing teaching and learning programs. The conclusions drawn from this study encompass the variation in the implementation of Arts and Culture education, the central role of teachers' creativity, and the positive impact of formative-summative evaluation models. Suggestions for further research involve a comparative study between schools, a focus on teacher qualifications, and further investigation into the influence of evaluation models on students' achievements and interest in the arts. Thus, the implementation of formative-summative evaluation models becomes an effective strategy in enhancing the quality of Arts and Culture education, contributing positively to students' creative development and cultural understanding.Keywords: formative-summative evaluation, arts and cultureAbstrakPembelajaran Seni Budaya memiliki peran krusial dalam membentuk kreativitas, pemahaman budaya, dan apresiasi seni siswa. Meskipun penting, pembelajaran Seni Budaya dihadapkan pada sejumlah tantangan, termasuk minimnya dukungan sekolah, keterbatasan sumber daya, tantangan teknologi, dan ketersediaan guru yang kompeten. Oleh karena itu, penelitian ini bertujuan untuk mengeksplorasi implementasi model evaluasi formatif-sumatif sebagai upaya meningkatkan kualitas pembelajaran Seni Budaya. Studi ini menggunakan metode studi pustaka dengan empat tahap, melibatkan penyusunan alat dan perlengkapan, menyusun bibliografi, membaca dan mencatat bahan penelitian, serta analisis konten dan deskriptif. Hasil analisis mengungkapkan implementasi model evaluasi formatif-sumatif memainkan peran sentral dalam meningkatkan pembelajaran Seni Budaya. Evaluasi formatif memberikan umpan balik terus-menerus dan identifikasi kebutuhan perbaikan, sementara evaluasi sumatif memberikan gambaran keseluruhan tentang pencapaian siswa. Penerapan model evaluasi ini melibatkan pengembangan instrumen evaluasi, pemantauan proses pembelajaran, penyesuaian metode pengajaran, umpan balik kepada siswa, identifikasi kebutuhan perbaikan, dan pengembangan program belajar-mengajar. Kesimpulan dari studi ini mencakup variasi pelaksanaan pembelajaran Seni Budaya, peran sentral kreativitas guru, dan dampak positif model evaluasi formatif-sumatif. Saran untuk penelitian selanjutnya melibatkan studi komparatif antar sekolah, fokus pada kualifikasi guru, dan penelitian lebih lanjut tentang pengaruh model evaluasi terhadap prestasi dan minat siswa terhadap seni. Dengan demikian, penerapan model evaluasi formatif-sumatif menjadi strategi yang efektif dalam meningkatkan kualitas pembelajaran Seni Budaya, sekaligus memberikan kontribusi positif terhadap perkembangan kreativitas dan pemahaman budaya siswa.Kata Kunci: evaluasi formatif-sumatif, seni budaya Authors:Srimutia Elpalina : Universitas Negeri PadangAmbiyar : Universitas Negeri PadangAgustina : Universitas Negeri PadangAdek Cerah Kurnia Aziz : Universitas Negeri Medan References:Adlini, M. N., Dinda, A. H., Yulinda, S., Chotimah, O., & Merliyana, S. J. (2022). Metode Penelitian Kualitatif Studi Pustaka. Edumaspul: Jurnal Pendidikan, 6(1), 974“980.Astuti, K. S., Pamadhi, H., & Rini, Y. S. (2010). Pengembangan Model Evalasi Pembelajaran Seni Budaya SMP. Jurnal Kependidikan, 40(1), 87“98.Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Qualitative and Qualitative Research. Boston: Pearson Education.Creswell, J. W. (2014). Research Design. California: SAGE.Fadli, M. R. (2021). Memahami Desain Metode Penelitian Kualitatif. Humanika, 21(1), 33“54.Fitrianti, L. (2018). Prinsip Kontinuitas dalam Evaluasi Proses Pembelajaran. Al-Ishlah: Jurnal Pendidikan, 10(1), 89“102.Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program Evaluation Alternative Approaches And Practical Guidelines. Boston: Pearson Education.Hikmah, R. A., & Hakim, R. (2019). Pengembangan Modul Seni Budaya Berbasis Pendidikan Karakter Untuk Siswa Kelas X di SMK. Gorga: Jurnal Seni Rupa, 8(2), 417“423.James C. McDavid, Huse, I., & Hawthorn, L. L. (2019). Program Evaluation and Performance Measurement. London: SAGE Publishing.Linfield, K. J., & Posavac, E. J. (2019). Program Evaluation:Methods and Cases Studies. London: Routledge.Lubis, S. K. (2022). Evaluasi Kinerja Guru Seni Budaya Ditinjau dari Kesesuaian Latar Belakang Pendidikan Guru dengan Aspek Seni yang Diajarkan. Gorga: Jurnal Seni Rupa, 11(2), 394“401.Mardiah, M., & Syarifuddin, S. (2019). Model-model Evaluasi Pendidikan. Mitra Ash-Shibyan: Jurnal Pendidikan & Konseling, 2(1), 38“50.Mertens, D. M. (2015). Research and Evaluation in Education and Psychology. London: SAGE Publishing.Mertens, D. M., & Wilson, A. T. (2019). Program Evaluation Theory and Practice. London: The Guilford Press.Purwanto, M. N. (2020). Prinsip-prinsip dan Teknik Evaluasi Pengajaran. Bandung: Remaja Rosda Karya.Raharja, J. T., & Retnowati, T. H. (2013). Evaluasi Pelaksanaan Pembelajaran Seni Budaya SMA di Kabupaten Lombok Timur, NTB. Jurnal Pendidikan Dan Evaluasi Pendidikan, 17(2), 287“303.Selegi, S. F. (2017). Model Evaluasi Formatif-Sumatif Terhadap Motivasi Belajar Mahasiswa Pada Mata Kuliah Perencanaan Pengajaran Geografi. Seminar Nasional 20 Program Pascasarjana Universitas PGRI Palembang, 188“192.Stufflebeam, D. L. (1987). Meta Evaluation: An Overview. Evaluation and The Health Professions, 1(1), 17“43.Wulandari, N. S., & Hadi, H. (2023). Pembelajaran Seni Budaya di SMA Negeri 8 Padang. Journal On Teacher Education, 4(4), 157“164.

Sumbang Duo Baleh: Cultural Heritage as the Foundation of Character Development in the Digital Age Elpalina, Srimutia; Darmansyah, Darmansyah; Fitrisia, Azmi; Efi, Agusti; Erianjoni, Erianjoni; Agustina, Agustina
Gorga : Jurnal Seni Rupa Vol. 14 No. 1 (2025): Gorga: Jurnal Seni Rupa
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gr.v14i1.70313

This study aims to analyze the role of Sumbang Duo Baleh, a Minangkabau traditional ethical guideline, as a foundation for character education in the digital era. It also explores strategies for integrating these values into formal and informal education to address modern challenges in moral development. This research employs a qualitative approach with a literature review and field observations conducted in schools in West Sumatra. Data collection methods include document analysis, interviews with teachers and cultural figures, and direct observations in educational settings. The data are analyzed using a descriptive qualitative method to examine a the relevance of Sumbang Duo Baleh in shaping students’ character amidst digital transformation. The findings reveal that Sumbang Duo Baleh remains relevant in guiding students’ ethical behavior despite the growing influence of digital culture. Its values can be effectively integrated into character education through curriculum adaptation, teacher and parent involvement, and the utilization of digital platforms. However, challenges such as the declining understanding of traditional values among younger generations and the influence of global digital trends must be addressed. The study implies that strengthening digital literacy with a cultural perspective and fostering collaboration between schools, families, and communities can enhance the effectiveness of character education. This research contributes to developing a character education model based on local wisdom that aligns with modern educational needs.

Sinergisitas Pendidikan Seni Kriya Pada Kurikulum Pendidikan dan Non Pendidikan Atmojo, Wahyu Tri; Misgiya, Misgiya; Azis, Adek Cerah Kurnia; Elpalina, Srimutia; Agustina, Agustina
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 6, No 4 (2024): Journal of Education, Humaniora and Social Sciences (JEHSS), May
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jehss.v6i4.2124

Pendidikan seni kriya di Indonesia menjadi krusial dalam menghadapi perubahan dan perkembangan, terutama di era Revolusi Industri 4.0. Penelitian ini bertujuan untuk mendeskripsikan sinergisitas Pendidikan Seni Kriya pada Kurikulum Pendidikan dan Non Pendidikan dengan fokus pada institusi khusus non LPTK (Institut Seni Indonesia dan ISBI Bandung) serta LPTK (Universitas Negeri Medan). Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan studi kasus. Hasil penelitian menunjukkan bahwa Pendidikan Kriya di kedua jenis institusi memiliki kurikulum yang mapan, ditandai dengan capaian pembelajaran yang terukur dan penekanan pada pengembangan keterampilan, keahlian, dan pengetahuan dalam seni kriya. Institusi non LPTK lebih menekankan pada penciptaan seniman dan desainer yang inovatif, sementara LPTK memiliki orientasi pada pengembangan kompetensi guru profesional. Sinergi antara kedua jenis institusi dapat memberikan kontribusi signifikan terhadap pengembangan seni kriya di Indonesia, dengan menghasilkan lulusan yang handal dan adaptif terhadap perkembangan global. Adapun peran kurikulum menjadi krusial dalam menyesuaikan pendidikan kriya dengan kebutuhan pasar dan perkembangan zaman, seiring dengan implementasi Kualifikasi Kerangka Nasional Indonesia (KKNI) dan Standar Nasional Pendidikan (SNPT). Evaluasi terhadap kurikulum dan pelaksanaan tracer study dapat menjadi langkah strategis untuk memastikan relevansi dan kualitas pendidikan kriya di Indonesia.

Increasing Cultural Literacy of Generation Z Through the Fostered Nagari Program: Peningkatan Literasi Budaya Generasi Z Melalui Program Nagari Binaan Elpalina, Srimutia; Agustina, Agustina; Ghani, Erizal; Ainim Liusti, Siti; Nurizzati, Nurizzati
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 6 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v8i6.22522

Nanggalo, sebuah nagari di Sumatra Barat, dikenal sebagai pusat pelestarian dan pengembangan budaya lokal. Program Nanggalo Nagari Binaan dirancang untuk meningkatkan Literasi Budaya generasi Z dengan fokus pada pelestarian tradisi melalui pelatihan kesenian tradisional, pengetahuan adat, dan penggunaan bahasa daerah. Di era globalisasi, generasi Z menghadapi tantangan dalam mempertahankan identitas budaya lokal mereka. Program ini bertujuan memperkuat pemahaman dan apresiasi mereka terhadap budaya lokal, dengan pendekatan kualitatif yang melibatkan observasi, wawancara dengan tokoh penting, dan studi kepustakaan. Metode partisipatif dan intervensi sosial diterapkan dengan melibatkan perangkat nagari, KAN, dan generasi muda. Tiga kegiatan utama yaitu Pondok Literasi, Pustaka, dan Sanggar Seni-Budaya berhasil meningkatkan kesadaran dan partisipasi generasi muda, terutama generasi muda, dalam mengembangkan dan melestarikan budaya lokal. Program ini efektif dalam memperkuat Literasi Budaya generasi Z di Nagari Nanggalo, dan dapat terus berkontribusi dalam melestarikan warisan budaya lokal di tengah tantangan globalisasi.

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