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p-Index From 2021 - 2026
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All Journal Jurnal Sosiologi, Antropologi, dan Budaya Nusantara Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN)
Faradiba Azzahra
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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HABITUS BERBAHASA DAN RESISTENSI BUDAYA GENERASI MUDA DI KOTA GORONTALO Abdul Haris M Madina; Rahmatiah, Rahmatiah; Fidya Ramadhani Abdullah Dede; Faradiba Azzahra; Fahmid Abdullah
SABANA: Jurnal Sosiologi, Antropologi, dan Budaya Nusantara Vol. 4 No. 3 (2025): Desember 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/sabana.v4i3.7147

Abstract

Regional languages are a vital instrument in maintaining the collective identity of the community because they contain historical values, collective memory, and deep local wisdom. This study aims to analyze the dynamics of language habitus and forms of cultural resistance among the young generation in Gorontalo City as a response to the pressure of globalization and national language hegemony. Using a descriptive qualitative approach, this study explored data through participatory observation, in-depth interviews, and narrative data screening of research subjects consisting of students and students. The results of the study show that the use of the Gorontalo language experiences a sharp segregation of the domain; This language remains a primary habitus in the domestic and customary environment, but it is marginalized in the professional realm and digital media due to the low symbolic capital compared to the Indonesian language. However, a form of cultural resistance was found through the practice of creative code transfer on social media and participation in language revitalization programs. The research concludes that the sustainability of the Gorontalo language depends on the reconstruction of habitus that places the regional language as a cultural capital that is relevant to the development of the times. Synergy between government policies and the creative community is needed to ensure that local identities continue to exist in the global ecosystem.
Penguatan Identitas Kewargaan Melalui Pendidikan Multikultural Berbasis Kearifan Lokal: (Studi Kasus di Kabupaten Gorontalo) Faradiba Azzahra; Roni Lukum; Fidya Ramadhani Abdullah Dede; Nurinda Ibrahim; Eka Haspy Mulbiyanti
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 5 No. 2 (2026): Agustus: JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v5i2.8774

Abstract

This article discusses strengthening civic identity through multicultural education based on local wisdom in Gorontalo Regency. The main problem raised is how local culture, although recognized as a symbol of regional identity, has not been fully translated into an inclusive and reflective pedagogical design to shape students' civic awareness. This study uses a qualitative case study design based on document analysis, with data sources in the form of indexed journal articles, regional official publications, and educational documents published in 2021–2026. The focus of the study is directed at educational practices in Limboto and Dungaliyo. The data was selected purposively based on relevance, credibility, and thematic proximity, then analyzed through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show three main findings: first, huyula local wisdom as the value of mutual cooperation, solidarity, and collective responsibility functions as a cultural bridge that connects social diversity with civic disposition. Second, multicultural education is more effective when local values are explicitly integrated into classroom interactions, school habituation, collaborative work, and reflective discussions. Third, challenges arise because many local values are still implicitly practiced so that they have not yet formed a reflective citizenship consciousness. This article concludes the need for a shift from symbolic recognition to structured pedagogical design through curriculum contextualization, teacher mediation, and school-to-community partnerships.
Co-Authors Abdul Haris M Madina Eka Haspy Mulbiyanti Fahmid Abdullah Fidya Ramadhani Abdullah Dede Nurinda Ibrahim Rahmatiah Rahmatiah Roni Lukum