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Integrating local wisdom into learning in school’s curriculum: A bibliometric analysis K. Khusyairin; Udin Saefudin Sa'ud; S. Sururi; Nani Hartini
Inovasi Kurikulum Vol 21, No 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75667

Abstract

This study presents a bibliometric analysis of research on integrating local wisdom into school learning, providing a comprehensive overview of scholarly developments from 2010 to 2024. Utilizing the Scopus database, the bibliometric method retrieved an initial 284 documents, refined to 145 after applying inclusion criteria. The analysis reveals a significant annual growth rate of 28.21 percent in publications, indicating a burgeoning interest in this field. Indonesia emerged as the leading contributor in the number of publications and citations; the most productive authors and the most cited documents also originated from Indonesia. Co-occurrence keyword analysis identified vital themes such as character education, the development of learning media, and the innovative use of technology—including mobile learning and augmented reality—to facilitate local wisdom integration. Despite the predominance of Indonesian research, international collaboration remains limited, highlighting opportunities for comparative studies and broader global engagement. The findings suggest integrating local wisdom into education enhances cultural preservation, student engagement, and moral development. Future research should explore technology's role in this integration, assess long-term educational outcomes, and encourage international partnerships to enrich the global discourse on culturally responsive education. AbstrakStudi ini menyajikan analisis bibliometrik penelitian tentang integrasi kearifan lokal ke dalam pembelajaran di sekolah, memberikan gambaran komprehensif tentang perkembangan ilmiah dari tahun 2010 hingga 2024. Dengan memanfaatkan basis data Scopus, metode bibliometrik awalnya memperoleh 284 dokumen, yang kemudian disaring menjadi 145 setelah menerapkan kriteria inklusi. Analisis menunjukkan tingkat pertumbuhan publikasi tahunan yang signifikan sebesar 28,21 persen, mengindikasikan minat yang semakin meningkat di bidang ini. Indonesia muncul sebagai kontributor terdepan dalam hal jumlah publikasi dan sitasi; penulis paling produktif dan dokumen yang paling banyak disitasi juga berasal dari Indonesia. Analisis ko-occurance kata kunci mengidentifikasi tema-tema kunci seperti pendidikan karakter, pengembangan media pembelajaran, dan penggunaan teknologi inovatif—termasuk pembelajaran mobile dan augmented reality—untuk memfasilitasi integrasi kearifan lokal. Meskipun penelitian Indonesia mendominasi, kolaborasi internasional masih terbatas, menyoroti peluang untuk studi komparatif dan keterlibatan global yang lebih luas. Temuan ini menunjukkan bahwa mengintegrasikan kearifan lokal ke dalam pendidikan meningkatkan pelestarian budaya, keterlibatan siswa, dan pengembangan moral. Penelitian selanjutnya harus mengeksplorasi peran teknologi dalam integrasi ini, menilai hasil pendidikan jangka panjang, dan mendorong kemitraan internasional untuk memperkaya diskursus global tentang pendidikan yang responsif secara budaya.Kata Kunci: bibliometrik; kearifan lokal; kurikulum; pembelajaran; sekolah
Character Education Management: A Case Study of the Role of Teachers in High Schools Alifya Nurzehan; Endang Herawan; Nurdin; Sururi; Diding Nurdin
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1241

Abstract

This study aims to identify and analyze the role of teachers in shaping character education management in Senior High Schools (SMA). Character education is a top priority in shaping students' personalities and morals, and teachers play a central role in its implementation. Using qualitative methods with a case study approach in several selected high schools, this study found that teachers not only act as learning facilitators, but also as the main agents in instilling character values ​​such as honesty, responsibility, and discipline. However, the implementation of character education in high schools faces several challenges, including the lack of special training for teachers, minimal support facilities, and inconsistent school policies in integrating character education. Therefore, strong support from school management and the involvement of parents and the community are important factors in the success of the implementation of character education. Based on the research results, it is recommended that there be ongoing training for teachers and increased synergy between schools, families, and the environment in supporting character education.
Co-Authors Aam Muamar Aan Komariah Abubakar Abubakar Alifya Nurzehan Anggoro, Sigit Asep Sudarsyah Asep Suryana Cicih Sutarsih Dahliana Asry Danny Meirawan David I. Philippov Dedy Achmad Kurniady Dela Purwandani Desi Lestari Diding Nurdin Diding Nurdin diding nurdin nurdin Diding Nurdin, Diding Endang Herawan Eri Kurniawan Firman Suryadi Rahman Ipah Saripah K. Khusyairin Kholifatul Husna Asri Mikhail E. Kosov Mohamad Zaenuri Arif Munipah - Nani Hartini Natalia V. Lazareva Natalya I. Nikitina Nugraha Suharto Nurdin Olesya V. Dudnik Prajna Hewu Wau Pamalungan Realitawati Regina Mega Pratiwi Sigit Anggoro Siti Nurlatifah Sri Gusmurdiah Suryadi - Suryadi Suryadi Udin Saefudin Sa'ud Veronica M. Grebennikova Yayah Rahyasih, Yayah Yoki Ariyana Zaini Hafidh