Herman Herman, Dhea Ningsih, Sulistiawati Sulistiawati

Pembelajaran IPS Berbasis Kearifan Lokal Karungut

Introduction

Pembelajaran ips berbasis kearifan lokal karungut. Transformasi pembelajaran IPS melalui kearifan lokal Karungut. Pahami nilai sejarah, budaya, dan moral Dayak Ngaju, dorong pelestarian identitas bangsa di era globalisasi.

Abstract

Mentraformasikan dan memberikan materi pembelajaran IPS terhadap peserta didik di zaman pesatnya globalisasi. Tujuan penelitian ini adalah untuk memberikan pemahaman terhadap peserta didik akan sejarah, budaya, dan nilai – nilai yang terkandung di dalam kearifan lokal karungut sehingga peserta didik mampu meanalisis lingkugan dan keadaan sosial di sekitarnya. Metode penelitian yang digunakan adalah  metode literatur review yang tentu saja menggunakan teknik kepustakaan baik bersumber dari buku, e-book, serta jurnal peneliti sebelumnya yang relevan dengan judul penelitian. Dimana penulis mengumpulkan data-data yang berkaitan dengan pembahasan atau penelitian yang dilakukan. Hasil penelitian pembelajaran IPS berbasis kearifan lokal menunjukan bahwa nilai – nilai yang terkandung di dalam kearifan lokal karungut tentu saja sangat sejalan  dengan konsep - konsep pembelajaran IPS terutama antropologi yang mana  Kearifan Lokal karungut ternyata mempunyai banyak nilai- nilai seperti sejarah, budaya nilai moral dan etika bahkan nilai- nilai nasionalisme. karungut juga bisa menjadi salah satu pembelajaran yang menarik dan menyenangkan di karenakan karungut adalah pantun yang di syairkan menggunakan Bahasa Dayak ngaju dengan iringan alat musik yang berupa kecapi dan gong sehingga pembelajaran terasa menarik dan menyenangkan dan tidak membosankan. Penerapan pembelajaran kearifan lokal karungut yang di masukan ke dalam pembelajaran IPS sangat efisien karena mengingat terdapat banyak nilai-nilai yang terkandung di dalam karungut sendiri serta sekaligus bisa lebih mengenal dan menjaga kearifan lokal yang artinya peserta didik ikut berpartisipasi dalam melestarikan salah satu jati diri bangsa yaitu  kearifan lokal yang  tentunya masuk di dalam budaya bangsa Indonesia khsususnya seni Dayak di kalimantan tengah

Review

This paper presents a highly relevant and timely exploration into integrating local wisdom, specifically Karungut, into Social Sciences (IPS) education. In an era grappling with rapid globalization, the objective of instilling an understanding of local history, culture, and values in students, while also fostering critical social analysis, is commendable. The abstract effectively highlights the potential of Karungut as a rich pedagogical resource, aligning well with IPS concepts, particularly anthropology, by embodying historical, cultural, moral, ethical, and even nationalistic values. The premise that Karungut, with its engaging musical and poetic elements, can make learning both interesting and enjoyable is a compelling argument for its educational application. A significant strength of the research lies in its identification of Karungut as a multifaceted cultural asset capable of enriching the IPS curriculum. The proposed integration is presented as an efficient method that not only delivers academic content but also actively involves students in preserving and recognizing a crucial aspect of Indonesian cultural identity, particularly the Dayak art from Central Kalimantan. However, the methodological description of a "literature review" needs further clarification. While a literature review is a valid research method, the abstract's language often presents definitive "results" regarding the effectiveness, efficiency, and engaging nature of Karungut-based learning ("menunjukan bahwa," "sangat efisien," "menarik dan menyenangkan"). It would strengthen the paper to elaborate on how these conclusions are rigorously derived solely from existing literature, perhaps through a systematic synthesis or a strong conceptual framework, rather than implying empirical observation. The findings, if robustly supported by a well-defined methodological framework, hold considerable implications for culturally responsive curriculum development in Indonesia. This approach offers a promising avenue to bridge formal education with indigenous knowledge systems, promoting both academic understanding and cultural resilience. To further enhance this valuable contribution, future research could consider empirical studies to validate the claims of effectiveness and engagement in actual classroom settings. Investigating specific pedagogical strategies for implementing Karungut in diverse IPS topics, and potentially comparing its impact with conventional teaching methods, would provide practical insights. Overall, this paper addresses a vital educational challenge and offers a culturally rich solution, meriting attention for its innovative approach to learning and cultural preservation.

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