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All Journal Harmoni Sosial: Jurnal Pendidikan IPS SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Asti Yunita Benu
Universitas Pendidikan Indonesia
Education Social Sciences Other

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Pedagogical exploration of social studies teachers in integrating likurai to foster student’s nationalist character Asti Yunita Benu; Erlina Wiyanarti; Sapriya; Mamat Ruhimat; Darius Yonatan Nama
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 12 No. 2 (2025): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v12i2.91518

Abstract

The study aim to explore the pedagogical strategies of social studies teacher in integrating likurai culture to strengthen student nationalistic character. This study uses a qualitative approach with a case study type. The subjects of the study were eighth-grade social studies teachers and the objects were pedagogical orientation, strategies, and implementation of likuari values in learning. Data were obtained through in-depth interviews, observation and documentation, then analyzed using the interactive model of Miles and Huberman with validity testing through source triangulation. The results of the study show that likuari integration encourages three main changes: increased student participation in discussions about national symbols; the emergence of historical reflection practices in project assignments; and increased attitudes of tolerance and togetherness as demonstrated in classroom observations. This study contributes to the development of social studies pedagogical studies by offering a likuari integration model as a strategy for developing national character. The findings regarding teacher strategies and student behavior indicators can be the basis for further research to develop an effective and contextual learning model.
TRANSFORMING SOCIAL STUDIES LEARNING TO STRENGTHEN STUDENTS' NATIONALIST CHARACTER IN THE BORDER AREA OF BELU REGENCY: Transformasi Pembelajaran Ilmu Pengetahuan Sosial untuk Memperkuat Karakter Nasionalisme Siswa di Daerah Perbatasan Asti Yunita Benu; Erlina Wiyanarti; Sapriya; Mamat Ruhimat
SOSIOEDUKASI Vol 15 No 4 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i4.9799

Abstract

Social studies learning in Indonesia–Timor-Leste border regions needs to address students’ lived socio-cultural experiences to strengthen their nationalist character. However, classroom practices often emphasize content mastery and insufficiently integrate local contexts. This study aims to examine the transformation of social studies learning in strengthening students’ nationalist character in Belu Regency, East Nusa Tenggara. A qualitative case study was conducted at SMP Negeri 3 Atambua. Data were collected through interviews, classroom observations, and document analysis and analyzed thematically using Miles et al.’s interactive model, comprising data reduction, data display, and conclusion drawing, supported by source triangulation. The findings reveal a shift from predominantly textual instruction toward contextual learning that connects social studies content with border communities’ socio-cultural realities, including cross-border interactions and local cultural ties. Contextual and reflective activities provide opportunities for students to relate national identity to their everyday experiences and social environment. However, this transformation remains dependent on individual teacher initiatives and is constrained by administrative demands, limited contextual learning models, inadequate teacher training, and curriculum pressures emphasizing cognitive achievement. The study concludes that contextual social studies learning has the potential to strengthen students’ nationalist character in border regions. Sustained improvement requires structured pedagogical innovation, teacher capacity development, and institutional support to integrate local socio-cultural contexts into classroom practice
Co-Authors Darius Yonatan Nama Erlina Wiyanarti Mamat Ruhimat Sapriya