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All Journal BUANA GENDER : Jurnal Studi Gender dan Anak ABNA : Journal of Islamic Early Childhood Education
Ardianti, Amelia Rizki
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Humanities Education Social Sciences

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Revitalisasi Kearifan Lokal Melalui Bermain Peran Dalang Wayang Sebagai Inovasi Pembelajaran di PAUD Ardianti, Amelia Rizki; Amalia Setiaji, Calista; Harsono
ABNA Journal of Islamic Early Childhood Education Vol. 6 No. 2 (2025): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/abna.v6i2.13218

Abstract

Penelitian ini bertujuan merevitalisasi kearifan lokal melalui kegiatan bermain peran dalang wayang sebagai inovasi pembelajaran di PAUD. Penelitian menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Partisipan terdiri dari dua guru kelas TK B dan delapan belas anak TK B di PAUD Saymara Kartasura. Kontribusi utama penelitian ini adalah model pembelajaran inovatif berbasis peran dalang wayang yang secara unik merevitalisasi kearifan lokal Jawa di PAUD berdasarkan observasi pra-pasca intervensi. Guru berperan sebagai fasilitator yang membantu anak menyesuaikan cerita dengan pengalaman mereka. Revitalisasi kearifan lokal melalui dalang wayang memperkuat karakter positif, menumbuhkan kecintaan pada budaya, dan memperkaya pembelajaran kontekstual di PAUD. Kata kunci: Kearifan Lokal, Bermain Peran, Dalang Wayang, Pendidikan Anak Usia Dini  This study aims to revitalize local wisdom through role-playing as a wayang puppeteer as an innovative learning approach in early childhood education (PAUD). It employs a qualitative descriptive approach. Data collection techniques include observation, interviews, and documentation. Participants consist of two TK B class teachers and eighteen TK B children at PAUD Saymara Kartasura. The main contribution is an innovative learning model based on the role of a wayang puppeteer, which uniquely revitalizes Javanese local wisdom in PAUD based on pre- and post-intervention observations. Teachers act as facilitators who assist children in adapting stories to their experiences. Revitalizing local wisdom through wayang puppeteering strengthens positive character, fosters love for culture, and enriches contextual learning in PAUD. Keywords: local wisdom, role-playing, wayang puppeteer, PAUD. Keywords: Local Wisdom, Role Play, Puppet Master, Early Childhood Education
Local Wisdom-Based Strategies for Shaping Children’s Discipline in Indonesian Early Education Ardianti, Amelia Rizki; Setiaji, Calista Amalia; Darsinah; Wulandari, Murfiah Dewi
Buana Gender: Jurnal Studi Gender dan Anak Vol. 11 No. 1 (2026)
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/bg.v10i2.13100

Abstract

This study explores the implementation of local wisdom-based strategies in fostering discipline among children in early childhood education in the digital era. Conducted at PAUD Saymara, an early childhood education center in Central Java, Indonesia, the study investigates how local cultural values are integrated into discipline-building practices. Drawing on moral development theory (Kohlberg), character education theory (Lickona), and sociocultural theory (Vygotsky), this research employs a descriptive qualitative case study approach. Data were collected through participant observation, in-depth interviews with teachers and parents, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings identify seven key strategies: teacher role modeling, the use of local proverbs and traditional games, teacher–parent collaboration, structured play to reduce digital distractions, nature-based activities, positive reinforcement, and reflective practice. These strategies demonstrate that local wisdom functions not only as cultural content but also as a pedagogical framework that promotes self-regulation, empathy, and social responsibility. The study contributes a culturally responsive model of discipline formation and offers practical implications for educators and policymakers in designing contextually relevant character education programs.
Co-Authors Amalia Setiaji, Calista Darsinah Harsono Murfiah Dewi Wulandari Setiaji, Calista Amalia