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INDONESIA
Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra
Published by Perkumpulan Pusat Pengembangan Pendidikan dan Bakat Indonesia
ISSN : -     EISSN : 30465931     DOI : http://dx.doi.org/10.51574/Vokatif
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra merupakan jurnal dengan double blind peer reviewed yang berkaitan dengan Pendidikan Bahasa, Kebahasaan, Sastra dan budaya. Tujuan artikel ini adalah untuk mempublikasikan penelitian dengan kualitas terbaik yang memperluas pemahaman tentang bagaimana individu mengonstruksi, mengolah, mengkomunikasikan, menerapkan, dan memahami Pendidikan Bahasa, Kebahasaan, Sastra dan budaya. Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra menyambut baik penelitian kuantitatif, kualitatif serta penelitian mixed dengan analisa yang berkualitas tinggi. Jurnal ini berfokus pada penelitian tentang Pendidikan Bahasa, Kebahasaan, dan Sastra. Kami mendorong penulis untuk mengirimkan artikel yang melanjutkan, memperluas, memodifikasi, atau menantang temuan yang telah diterbit pada suatu jurnal. Partisipan yang diharapkan dalam jurnal ini meliputi para peneliti yang berkonsentrasi pada Pendidikan Bahasa, Kebahasaan, Sastra dan budaya.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 83 Documents
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PERBANDINGAN DIALEK DENDE’ DAN REMBON DALAM BAHASA TORAJA: PERSPEKTIF LINGUISTIK DAN IMPLEMENTASINYA DALAM PEMBELAJARAN BAHASA INDONESIA Milka Milka
Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra Vol. 3 No. 3 (2026)
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/vokatif.v3i3.4540

Abstract

Penelitian ini bertujuan mendeskripsikan dan membandingkan karakteristik fonologis dialek Dende’ dan Rembon dalam bahasa Toraja serta mengkaji implementasi hasil perbandingan tersebut dalam pembelajaran Bahasa Indonesia. Penelitian menggunakan pendekatan deskriptif kualitatif dengan metode komparatif. Data penelitian berupa 25 bentuk kebahasaan yang diperoleh dari penggunaan dialek Dende’ dan Rembon. Pengumpulan data dilakukan melalui observasi, wawancara, teknik simak dan catat, perekaman, serta dokumentasi. Analisis data dilakukan dengan mengidentifikasi, mengklasifikasikan, membandingkan, dan menginterpretasikan variasi fonologis yang ditemukan pada kedua dialek. Hasil penelitian menunjukkan adanya sejumlah perbedaan fonologis yang meliputi perubahan fonem vokal, perubahan fonem konsonan, geminasi, penghilangan atau penyederhanaan bunyi, serta perbedaan pelafalan. Beberapa bentuk yang menunjukkan variasi tersebut antara lain pamuntu–pamuttu, mentengka–mettekka, mangka–makka, kampa–kappa, salimu’–selimu’, melambi’–malambi’, dan na’edo’–ne’do. Dialek Rembon cenderung menunjukkan penguatan konsonan melalui geminasi dan penyederhanaan bunyi pada bentuk tertentu, sedangkan dialek Dende’ cenderung mempertahankan bentuk fonologis yang lebih lengkap. Meskipun terdapat perbedaan bentuk dan pelafalan, variasi tersebut tidak menyebabkan perubahan makna leksikal sehingga kedua dialek tetap menunjukkan hubungan yang erat dalam sistem bahasa Toraja. Hasil penelitian juga menunjukkan bahwa data perbandingan dialek dapat diimplementasikan dalam pembelajaran Bahasa Indonesia, terutama sebagai sumber pembelajaran variasi bahasa, fonologi, kosakata, keterampilan menyimak, berbicara, membaca, dan menulis. Data tersebut dapat dikembangkan menjadi bahan ajar dan aktivitas pembelajaran berbasis kearifan lokal yang kontekstual. Penelitian ini memberikan kontribusi terhadap dokumentasi variasi bahasa Toraja sekaligus menyediakan dasar pengembangan pembelajaran Bahasa Indonesia yang mengintegrasikan bahasa dan budaya lokal.
TORAJA LANGUAGE AS MOTHER TONGUE IN ARTS, CULTURE, AND CRAFTS (SBdP) LEARNING IN ELEMENTARY SCHOOL: A LITERATURE REVIEW Reni Lolotandung; Hakpantria Hakpantria
Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra Vol. 3 No. 3 (2026)
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/vokatif.v3i3.4543

Abstract

This study examines how Toraja, an Austronesian language spoken mainly in the Tana Toraja and Toraja Utara regencies of South Sulawesi, Indonesia, can be positioned as a mother tongue within the teaching of Seni Budaya dan Prakarya (SBdP), the Arts, Culture, and Crafts subject taught in Indonesian elementary schools. Using a qualitative descriptive literature review (library research) method, this study sought to answer three research questions: (1) how has the Toraja language been documented as a mother tongue within elementary-level learning; (2) what role can the Toraja mother tongue play within SBdP instruction specifically; and (3) what benefits, challenges, and strategies have been reported in the wider literature on mother-tongue-based and local-wisdom-based elementary education that are relevant to this integration. Thirteen scholarly sources published mainly between 2016 and 2026, together with two foundational theoretical works, were selected through searches of Google Scholar, Garuda, DOAJ, and international databases, screened for relevance to mother-tongue instruction, local-wisdom-based arts education, or Toraja language and culture in schooling, and analyzed using thematic content analysis. Five recurring themes were identified: the Toraja mother tongue as a carrier of cultural values and identity; the marginal curricular position of local languages relative to the national and foreign languages; SBdP and local-wisdom-based arts learning as a natural entry point for mother-tongue integration; the cognitive, linguistic, and socio-emotional benefits documented for mother-tongue-based instruction generally; and the structural and pedagogical challenges, particularly teachers' limited proficiency in Toraja and the scarcity of Toraja-language teaching materials, that constrain implementation. The review concludes that embedding Toraja language use within SBdP activities such as weaving, wood-carving motifs, and traditional song offers a practical and low-cost pathway for revitalizing the mother tongue in elementary classrooms, provided it is supported by teacher training, contextualized materials, and stronger institutional commitment.
RAMBU SOLO’ AS A SOURCE OF ETHNOPEDAGOGY: INTEGRATING ETHNOMATHEMATICS AND INDONESIAN LANGUAGE LITERACY THROUGH TORAJAN LOCAL WISDOM Rubianus Rubianus
Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra Vol. 3 No. 2 (2026)
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/vokatif.v3i2.4544

Abstract

Rambu Solo’ is one of the most significant cultural traditions of the Torajan community. Beyond its ritual function, the tradition contains local knowledge that can be transformed into meaningful learning resources. This study aims to explore the potential of Rambu Solo’ as a source of ethnopedagogy that integrates ethnomathematics and Indonesian language literacy. The study employed a qualitative approach with a descriptive ethnographic design. Data were collected through observation of Rambu Solo’ practices, interviews with traditional leaders, religious leaders, bereaved families, and community members, as well as documentation and literature review. Data were analyzed through data reduction, categorization, data presentation, interpretation, and conclusion drawing. The findings indicate that Rambu Solo’ contains various forms of mathematical knowledge, including numbers, counting, measurement, comparison, proportion, geometry, spatial organization, and patterns. At the same time, the tradition provides rich linguistic resources, including cultural terms, oral expressions, narratives, interpersonal communication, and descriptions of ritual activities that can be developed into learning materials for listening, speaking, reading, and writing. These findings suggest that Rambu Solo’ can serve as an interdisciplinary learning context connecting mathematics, language, culture, and students’ everyday experiences. Integrating ethnomathematics and Indonesian language literacy through local cultural practices can support contextual learning while strengthening students’ cultural awareness and appreciation of local heritage.

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