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Exploration of Character Education Values of Local Culture “Leles” in the Context of Digital Education in East Manggarai Heryon Bernard Mbuik; Cornelia Amanda Naitili
JURNAL PENDIDIKAN IPS Vol 14 No 2 (2024): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v14i2.2057

This research aims to explore the character education values of local culture “leles” in the context of digital education in East Manggarai. Given the challenges of globalization and rapid digitalization, it is important to assess how these traditional values can be maintained and integrated in the modern education system. The research used a descriptive qualitative method with a triangulation approach, involving observation, in-depth interviews, and documentation from participants consisting of teachers, students, and the local community. The results showed that “leles” cultural values, such as trust, social care, tolerance and responsibility, can be applied in digital education, enriching students' learning experience and strengthening their cultural identity. However, there are challenges in integrating these values into digital platforms, such as the technology gap, teachers' limited understanding in using technology, and conflicts between traditional values and digitalization. Therefore, this study suggests the need for teacher training, improved technological infrastructure and collaboration between the government, academics and communities to create digital education that respects local cultural values. The practical implications of this study suggest that digital education that integrates local values can help students develop a strong social character, deepen their understanding of culture and prepare them for a more competitive and dignified future life.

Exploration of Character Education Values of Local Culture “Leles” in the Context of Digital Education in East Manggarai Heryon Bernard Mbuik; Cornelia Amanda Naitili
JURNAL PENDIDIKAN IPS Vol. 14 No. 2 (2024): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v14i2.2057

This research aims to explore the character education values of local culture “leles” in the context of digital education in East Manggarai. Given the challenges of globalization and rapid digitalization, it is important to assess how these traditional values can be maintained and integrated in the modern education system. The research used a descriptive qualitative method with a triangulation approach, involving observation, in-depth interviews, and documentation from participants consisting of teachers, students, and the local community. The results showed that “leles” cultural values, such as trust, social care, tolerance and responsibility, can be applied in digital education, enriching students' learning experience and strengthening their cultural identity. However, there are challenges in integrating these values into digital platforms, such as the technology gap, teachers' limited understanding in using technology, and conflicts between traditional values and digitalization. Therefore, this study suggests the need for teacher training, improved technological infrastructure and collaboration between the government, academics and communities to create digital education that respects local cultural values. The practical implications of this study suggest that digital education that integrates local values can help students develop a strong social character, deepen their understanding of culture and prepare them for a more competitive and dignified future life.

Integration of East Manggarai Leles Cultural Character Values in Mindful Learning as a Strategy to Develop Collaboration of Elementary School Students Cornelia Amanda Naitili; Amirulah Datuk; Femberianus Sunario Tanggur
JURNAL PENDIDIKAN IPS Vol. 15 No. 2 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i2.3012

The development of digital technology and artificial intelligence (AI) has had a major impact on the world of education, one of which is the weakening of social interaction and the decline in students' collaboration skills due to the increasing tendency of digital individualism. This study aims to explore and analyze the integration of East Manggarai Leles cultural values through mindful learning approach as a strategy to develop collaboration skills of elementary school students. The approach used is descriptive qualitative with data collection techniques in the form of observation, in-depth interviews, documentation, and literature study. The data were analyzed thematically to find patterns of meaning in learning practices that combine local cultural values with a mindful approach. The results show that the integration of cultural values such as emi lime (selfless help), responsibility, and trust in the learning process can create an inclusive and collaborative classroom atmosphere. Learning becomes more meaningful because students not only learn cognitively, but also socially and emotionally. The mindful learning approach allows students to be fully present in the learning process and build empathy towards others, which in turn improves their collaborative skills. This research confirms that the combination of local wisdom values and awareness-oriented learning approaches can be an innovative solution in shaping student character in accordance with the needs of 21st century education.

PERAN KOMPETENSI SOSIAL GURU DALAM MENCIPTAKAN LINGKUNGAN BELAJAR YANG INKLUSIF PADA SISWA KELAS IV UPTD SDN ASAM TIGA KABUPATEN KUPANG Mona, Grasella Yulianti; Kristina E. Noya Nahak; Cornelia Amanda Naitili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33406

Every student has different backgrounds, abilities and needs. Therefore, it is important for teachers to have good social competence in order to create an inclusive learning environment - an environment that accepts, respects and provides a fair learning space for all students. However, in practice, teachers often face obstacles in building a friendly and equal classroom atmosphere. This study aims to find out the role of teachers' social competence in creating an inclusive learning environment, as well as the challenges faced in the process. This study used a descriptive qualitative approach, with data collection techniques in the form of interviews, observation and documentation. The research subjects were fourth grade teachers, principals, and fourth grade students of UPTD SDN Asam Tiga, Kupang Regency. The results showed that teachers have implemented social competence through good communication with students and parents, establishing cooperation with colleagues, and starting to engage in self-development through professional networks. However, teachers also face challenges, such as limited facilities, lack of training, difficulty adjusting learning strategies to the needs of diverse students, and obstacles in building positive interactions between students. It can be concluded that teachers' social competence plays an important role in creating an inclusive learning environment even though the implementation still faces various challenges. Support from schools and government is needed to overcome these challenges.

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