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Putri Dwi Rosadi
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INTEGRASI MAKNA AGAMA DAN SOSIAL DALAM TRADISI TUDUNG LINGKUP BUDAYA MELAYU JAMBI PADA SISWA SEKOLAH DASAR Apriyani Br Tambunan; Rayi Arista Mukti; M. Riski Saputra; Della Enjelina; Putri Dwi Rosadi; Puspitri Mayang Sari; Debora Angelina Simarmata; Silvi Angeliani; Denada Viqri; Arini Syafitri; Mawaddah; M. Fattur Rozi; Mulyani Br Situmorang
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20005

Abstract

ocal culture has an important role in shaping community identity and as a means of character education, as reflected in the Tudung Lingkup Tradition in Jambi. This tradition combines religious and social values, showing a symbol of Jambi Malay cultural identity as well as obedience to Islamic teachings. Tudung Lingkup, as part of women's traditional clothing, is used to cover the aurat according to Islamic law, as commanded in the Qur'an. This symbol represents the value of purity, honor, and harmony between custom and religion. In addition, the Tudung Lingkup Tradition teaches social values such as togetherness and solidarity, which are relevant for student character building in elementary schools. This research uses a descriptive method with a qualitative approach to comprehensively describe the Tudung Lingkup Tradition. Data collection was done through interviews with traditional leaders, direct observation, and literature study. The results showed that this tradition has existed since before the 1960s and is practiced by women in the Seberang area of Jambi City. The wearing of tudung lingkup, which covers head to toe except the face, reflects a woman's age and marital status and protects them from slander. The Tudung Lingkup tradition has great potential to be integrated in basic education. Through thematic learning and hands-on practice, students can understand cultural and religious values, while instilling a love for local traditions. This effort is important in facing the challenges of globalization that tend to erode local values. By introducing the Tudung Lingkup Tradition in the educational environment, the younger generation is expected to not only preserve cultural heritage, but also build ethical character in accordance with religious and national values.
RELEVANSI PEMIKIRAN KI HADJAR DEWANTARA DALAM MENGATASI KRISIS KARAKTER MURID SEKOLAH DASAR Alya Ghina Amara; Annisa Kurnia Santri; Heren Fitriani; Isna Wahyu Hidayati; Lusi Dwi Yanti; Putri Dwi Rosadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52173

Abstract

Krisis karakter pada murid Sekolah Dasar menjadi salah satu persoalan mendesak dalam dunia pendidikan Indonesia masa kini. Fenomena perundungan (bullying), rendahnya rasa hormat terhadap guru, serta memudarnya nilai-nilai gotong royong dan kejujuran di kalangan murid mencerminkan kerapuhan fondasi pendidikan karakter yang seharusnya dibangun sejak usia dini. Artikel ini bertujuan untuk mengkaji relevansi pemikiran Ki Hadjar Dewantara sebagai landasan filosofis dalam mengatasi krisis karakter tersebut, dengan penekanan khusus pada konsep kodrat alam dan kodrat zaman. Melalui metode kajian pustaka (library research) dengan pendekatan deskriptif-analitis, artikel ini menelaah konsep-konsep utama pemikiran Ki Hadjar Dewantara, yakni kodrat alam dan kodrat zaman, Sistem Among, Tri Pusat Pendidikan, dan semboyan Ing Ngarsa Sung Tulada, Ing Madya Mangun Karsa, Tut Wuri Handayani, serta mengaitkannya dengan konteks pendidikan karakter di Sekolah Dasar pada era sekarang. Hasil kajian menunjukkan bahwa konsep kodrat alam menegaskan perlunya pendidikan menghormati keunikan potensi setiap murid, sementara kodrat zaman menuntut pendidikan beradaptasi dengan dinamika era digital tanpa kehilangan akar nilai. Pemikiran Ki Hadjar Dewantara terbukti relevan dan urgen sebagai solusi holistik atas krisis karakter yang terjadi. Rekomendasi praktis bagi guru, orang tua, dan pemangku kebijakan turut diuraikan sebagai langkah konkret implementasi.
Co-Authors Alya Ghina Amara Annisa Kurnia Santri Apriyani Br Tambunan Arini Syafitri Debora Angelina Simarmata Della Enjelina Denada Viqri Heren Fitriani Isna Wahyu Hidayati Lusi Dwi Yanti M. Fattur Rozi M. Riski Saputra Mawaddah Mulyani Br Situmorang Puspitri Mayang Sari Rayi Arista Mukti Silvi Angeliani