Yeni Wijayanti, Warto, Wasino Wasino, Djono, Mohd Sohaimi Esa

History Learning Based on Local Wisdom Sanghyang Sikskandang Karesian

Introduction

History learning based on local wisdom sanghyang sikskandang karesian . Discover local wisdom values from Sanghyang Siksakandang Karesian for history learning. This study proposes a contextual model to boost understanding of local history and strengthen student character.

Abstract

Abstract: This research aims to identify the local wisdom values ​​of Sanghyang Siksakandang Karesian relevant to history learning. To achieve the stated objective, the investigation included using qualitative methods with a single case study, and data were collected using observation, interviews, and document reviews. Furthermore, the obtained data was analyzed using an interactive model consisting of phases: data condensation, data presentation, and conclusion. The results showed that (1) the local wisdom values ​​of Sanghyang Siksakandang Karesian included dasakerta, Dasaperbakti, people's behavior (hulun), and complementary actions. Dasakerta is a guideline for human sensory behavior in daily life. Dasaperbakti describes the social hierarchy that requires legitimacy. While Panimbuh ning twah shows complementary rules in society, (2) History learning based on local wisdom values of Sanghyang Siksakandang Karesian is carried out through contextual learning by introducing and providing an understanding of Kagaluhan values to students to be applied in everyday life. This research can improve the understanding of local history and the character of students who are more rooted and culturally responsive, and strengthen the character of students. However, limited curriculum, learning resources, and teacher understanding are challenges. This study contributes to the literature gap by offering a local wisdom-based history learning model. The implication of this study emphasizes the importance of policy support to accommodate local history in the high school education curriculum for character building. Abstrak: Penelitian ini bertujuan untuk mengidentifikasi nilai-nila kearifan lokal Sanghyang Siksakandang Karesian dan nilai-nilai yang relevan untuk pembelajaran sejarah. Penelitian ini menggunakan metode kualitatif dengan studi kasus tunggal. Teknik pengumpulan data terdiri dari observasi, wawancara, dan studi dokumen. Analisis data yang digunakan adalah analisis data model interaktif yang melalui tahapan kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa (1) nilai-nilai kearifan lokal Sanghyang Siksakandang Karesian meliputi dasakerta; Dasaperbakti; perilaku rakyat (hulun); dan pelengkap perbuatan (Panimbuh ning twah). Dasakerta merupakan pedoman perilaku indra manusia dalam kehidupan sehari-hari. Dasaperbakti menggambarkan hirarki sosial dalam masyarakat yang membutuhkan legitimasi. Sedangkan Panimbuh ning twah menunjukkan aturan pelengkap dalam masyarakat (2) Pembelajaran Sejarah yang berbasis nilai-nilai kearifan lokal Sanghyang Siksakandang Karesian dilakukan melalui pembelajaran kontekstual dengan mengenalkan dan memberikan pemahaman nilai-nilai Kagaluhan pada peserta didik untuk diterapkan dalam kehidupan sehari-hari. Penelitian ini dapat meningkatkan pemahaman sejarah lokal dan karakter peserta didik yang lebih mengakar dan tanggap budaya, serta memperkuat karakter peserta didik. Namun, keterbatasan kurikulum, sumber belajar, dan pemahaman guru menjadi tantangan. Studi ini memberikan kontribusi terhadap kesenjangan literatur dengan menawarkan model pembelajaran sejarah berbasis kearifan local. Implikasi penelitian ini menegaskan pentingnya dukungan kebijakan untuk mengakomodasi sejarah lokal dalam kurikulum Pendidikan sekolah menengah atas untuk pembentukan karakter.

Review

This study, "History Learning Based on Local Wisdom Sanghyang Sikskandang Karesian," presents a timely and important investigation into integrating indigenous knowledge into educational practices. The research effectively employs a qualitative single case study approach, utilizing robust data collection methods including observation, interviews, and document reviews, which are then systematically analyzed through an interactive model. The objective to identify and harness the local wisdom values of Sanghyang Siksakandang Karesian for history learning is highly relevant, especially in fostering culturally responsive education and strengthening student character in a globalized world. The findings reveal a rich tapestry of local wisdom within Sanghyang Siksakandang Karesian, categorizing them into dasakerta, Dasaperbakti, hulun behavior, and Panimbuh ning twah. The paper clearly delineates these values, explaining dasakerta as guidelines for sensory behavior and Dasaperbakti as principles for social hierarchy, while Panimbuh ning twah outlines complementary societal rules. Crucially, the research proposes that history learning can be effectively conducted contextually by introducing and fostering an understanding of these "Kagaluhan values" for practical application in students' daily lives. This approach is posited to significantly enhance students' understanding of local history, cultivating a character that is more deeply rooted, culturally responsive, and ultimately stronger. The study makes a valuable contribution by offering a concrete model for local wisdom-based history learning, addressing a notable gap in existing literature. While the study highlights the significant potential of this pedagogical approach, it also realistically acknowledges several challenges, specifically citing limitations in curriculum, available learning resources, and teachers' understanding. These identified barriers are critical for successful implementation and warrant careful consideration. The implication for policy support, advocating for the accommodation of local history within the high school education curriculum for character building, is a vital takeaway. Future research could build upon these findings by exploring specific teacher training programs or developing curriculum modules that integrate these local wisdom values, perhaps through pilot studies, to further validate the model and address the practical challenges identified. This would provide actionable insights for policymakers and educators aiming to enrich history education with indigenous knowledge.

Full Text

Comments

You need to be logged in to post a comment.