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Rojai Zhofir
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INDONESIA
Jurnal Pustaka Indonesia
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27978915     DOI : https://doi.org/10.62159/jpi.vXXX
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Pustaka Indonesia published Three times a year (April, Agustus and December ) as a medium of distributing scientific research in the field of language, literature , and the Indonesian language and literature education. Jurnal Pustaka Indonesia is published in collaboration between the Yayasan Darussalam Bengkulu and the Association of Indonesian Language and Literature Lecturer (ADOBSI).
Arjuna Subject : Umum - Umum
Articles 222 Documents
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Religious and Traditional Values in Banten Legends: A ‎Genetic-Structuralist Basis for Local-Wisdom-Based Literary ‎Teaching Materials Ilmi Solihat; Aceng Hasani; Odien Rosidin
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 3 (2026): In Press
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i3.2902

Abstract

This study analyzes religious and traditions values in three representative Banten legends The Origin of Tanjung Lesung (Pandeglang Regency), The History of Cisoka (Tangerang Regency), and The Tale of Nyai Geulis (Lebak Regency) selected through a purposive sampling technique based on their strong representation of regional cultural identities within written literary texts (textual corpus). Employing a qualitative method with Lucien Goldmann’s genetic structuralism approach, the research examines the relationship between literary structures and the worldview of Banten society, supported by key informant interviews to validate contextual cultural meanings. The findings reveal a coherence of religious values, specifically metaphysical sanctions and the power of supplication (munajat), alongside traditional values reflected through toponymic functions and communal deliberation. The findings provide an illustrative design implication that can be utilized as a foundational basis for designing future teaching materials.
From Local Cultural Values to Civic Character: A Case Study of ‎Bugis–Makassar Value Internalization in a Multicultural ‎Elementary School in Makassar Andi Agusniati; Sundari Hamid; Widya Mardatillah; Tasrif Akib; Burhan
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2973

Abstract

This study aims to examine how Bugis–Makassar cultural values are internalized and enacted as civic character through the lived culture of a multicultural elementary school in Makassar, Indonesia, addressing the limited understanding of how culturally specific values are translated into everyday civic dispositions in diverse school settings. Using a qualitative single-case study design, the research involved 31 purposively selected participants, including the principal, teachers, students, and parents. Data were collected through semi-structured interviews, non-participant observations, and document analysis and were analyzed using reflexive thematic analysis involving iterative familiarization, deductive and inductive coding, theme development, review, and interpretive refinement. The findings revealed four interconnected themes: Bugis–Makassar values as a shared moral vocabulary, school culture as a mechanism of value internalization, the enactment of local values as civic character, and the negotiation of local values within a multicultural environment. Values such as sipakatau, sipakalebbi, sipakainge’, siri’, and pacce/pesse were enacted through teacher modelling, habituation, classroom interaction, school routines, peer relationships, and reflective correction. These practices fostered respect, responsibility, empathy, tolerance, cooperation, integrity, and participation. The findings indicate that school culture functions as a mediating space between local moral traditions and broader civic dispositions, extending previous perspectives on local wisdom by conceptualizing it as a socially negotiated moral resource rather than fixed cultural content. The single-school context limits transferability, suggesting the need for comparative studies across culturally diverse educational settings.

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