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All Journal IJORER : International Journal of Recent Educational Research Siwayang Journal: Publikasi Ilmiah Bidang Pariwisata, Kebudayaan, dan Antropologi
Narendra Parahita, Bagas
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS SIMBOL DALAM TRADISI LEDEK PADA MASYARAKAT DUSUN DOPLANG KECAMATAN JUMANTONO Fitriana, Ema; Indria, Siany; Narendra Parahita, Bagas
SIWAYANG Journal: Publikasi Ilmiah Bidang Pariwisata, Kebudayaan, dan Antropologi Vol. 2 No. 4 (2023)
Publisher : Penerbit Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/siwayang.v2i4.1243

Abstract

This research analyzes the Ledek tradition as a ritual to ask for blessings and safety by the people of Dusun Doplang. One of the processions in this ritual, the community uses dancers called Ledek dancers as a symbol. The ritual is carried out once a year, on Friday Kliwon by the community, especially residents of Doplang Hamlet. By using qualitative research techniques, data were collected through documentation studies, observations, and in-depth interviews. Clifford Geertz's symbolic interpretation theory was used to examine the data. This study finds that the Ledek tradition still exists in Dusun Doplang and is still practiced by the community because it contains a number of symbolic elements and purposes that have an impact on the social structure of the Doplang hamlet community and encourage the Ledek tradition to continue. There are two symbolic reasons why the people of Dusun Doplang must continue to uphold the Ledek tradition: (1) As a symbol of friendship that strengthens togetherness, and (2) As a sign of tolerance, (3) The community needs to socialize. Then for its functions, namely as: (1) The function of safety, (2) The function of maintaining local wisdom, (3) The function of maintaining solidarity between communities.
Authentic Sociology Learning Design: A Social Constructivism Approach Through Collaboration with Government Social Programs Budiati, Atik Catur; Indria Liestyasari, Siany Indria; Narendra Parahita, Bagas; Syafutra Siregar, Riadi
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1076

Abstract

Objective: Studying sociology gains real significance when it is linked to real-life situations, creating a challenge for teachers to incorporate society into their sociology lessons. This study seeks to connect sociological content with social programs through collaborative projects. Social programs run by both the public and private sectors can provide an individual with a genuine understanding of social issues. Method: The study employs a qualitative design with a social constructivist approach, emphasizing collaborative learning through interaction, discussion, and sharing of knowledge among students. Data were gathered through interviews and document analysis. The informants consist of sociology teachers, sociology researchers, and coordinators of sociology education programs. Additionally, the study involves informants from organizations responsible for implementing social programs. To integrate sociological material, it is necessary to simplify sociological material to facilitate the process of collaboration, bringing society into sociology classes. Results: The integration of government social programs into high school sociology instruction through a social constructivist approach fosters meaningful, contextual, and in-depth learning. By engaging in real-life experiences, participating in social dialogue, and receiving mentorship from teachers and peers, students not only grasp sociological concepts on a theoretical level but also cultivate empathy, social awareness, and essential 21st-century skills. Novelty: This study emphasizes on integrating government social programs as contextual learning resources through intersectoral collaboration. This approach positions these programs as authentic learning environments enabling students to connect sociological theories with real social conditions, aligning with Vygotsky’s social constructivism and supporting deeper conceptual understanding in sociology learning.
Co-Authors Atik Catur Budiati Fitriana, Ema Indria Liestyasari, Siany Indria Indria, Siany Syafutra Siregar, Riadi