Ratna Dewi

Praktik Adat Perkuliahan Bahasa Lampung Program Studi PGMI UIN Raden Intan Lampung

Introduction

Praktik adat perkuliahan bahasa lampung program studi pgmi uin raden intan lampung. Praktik adat perkuliahan Bahasa Lampung di PGMI UIN Raden Intan Lampung efektif tingkatkan kompetensi linguistik dan identitas budaya mahasiswa calon guru.

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan praktik adat dalam perkuliahan Bahasa Lampung di Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) UIN Raden Intan Lampung sebagai bentuk tindak lanjut terhadap Peraturan Gubernur Lampung Nomor 39 Tahun 2014 tentang Pembinaan, Pengembangan, dan Pelestarian Bahasa, Aksara, dan Sastra Lampung. Praktik adat ini merupakan inovasi pembelajaran berbasis budaya (culture-based learning) yang mengintegrasikan aspek linguistik dan nilai-nilai adat Lampung dalam kegiatan akademik. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan tahapan perencanaan, pelaksanaan, dan evaluasi. Data diperoleh melalui observasi, wawancara, dan dokumentasi selama kegiatan praktik berlangsung. Hasil penelitian menunjukkan bahwa kegiatan praktik adat dalam perkuliahan Bahasa Lampung memberikan dampak positif terhadap peningkatan kompetensi linguistik mahasiswa, pemahaman terhadap nilai-nilai budaya, serta penguatan identitas kultural calon guru. Mahasiswa menunjukkan kemampuan berbahasa Lampung yang lebih baik, memahami filosofi adat seperti piil pesenggiri, sakai sambayan, nemui nyimah, dan nengah nyappur, serta mampu menerapkannya dalam konteks sosial dan akademik. Kegiatan ini juga menumbuhkan kesadaran dan kebanggaan mahasiswa terhadap bahasa dan budaya Lampung, sekaligus mempererat hubungan antara universitas, masyarakat adat, dan lembaga kebudayaan. Secara keseluruhan, praktik adat dalam perkuliahan Bahasa Lampung terbukti efektif sebagai model pembelajaran berbasis kearifan lokal yang relevan untuk membentuk calon guru berkarakter, beridentitas budaya, dan berkompeten dalam pelestarian nilai-nilai lokal. Program ini dapat dijadikan contoh bagi lembaga pendidikan tinggi lainnya dalam mengimplementasikan pendidikan berbasis budaya daerah sebagai bagian dari penguatan pendidikan karakter dan pelestarian bahasa daerah di Indonesia.

Review

The study, "Praktik Adat Perkuliahan Bahasa Lampung Program Studi PGMI UIN Raden Intan Lampung," presents a timely and relevant exploration of integrating traditional customs into Lampung language instruction within the PGMI program. Responding directly to Lampung Governor Regulation No. 39/2014, the research aims to describe the implementation of culture-based learning to foster linguistic competence and cultural understanding. Utilizing a descriptive qualitative methodology involving observation, interviews, and documentation, the paper identifies the planning, execution, and evaluation stages of this innovative pedagogical approach. The core finding asserts that this practice positively impacts students' linguistic skills, cultural values comprehension, and strengthens their cultural identity as prospective teachers. A significant strength of this research lies in its clear demonstration of an effective culture-based learning model. The integration of Lampung's linguistic aspects with core cultural values such as *piil pesenggiri, sakai sambayan, nemui nyimah*, and *nengah nyappur* provides a holistic learning experience that goes beyond mere language acquisition. The positive outcomes, including improved language proficiency, deeper philosophical understanding, and practical application of cultural values, underscore the program's success. Furthermore, the study highlights the cultivation of pride in Lampung's heritage and the enhanced collaboration between the university, customary communities, and cultural institutions, showcasing a robust model for community engagement and cultural preservation. This approach offers a compelling example for other higher education institutions seeking to embed regional wisdom in character education and local language preservation efforts. While the abstract convincingly portrays the success and positive impacts of the program, a comprehensive full paper could benefit from further elaboration on certain aspects. For instance, a more detailed discussion on the specific metrics and criteria used to assess "improved linguistic competence" and "deeper philosophical understanding" would strengthen the empirical claims. Exploring any challenges encountered during the implementation of these customary practices, and how they were overcome, could offer valuable insights for potential replications. Additionally, while the abstract proposes this model as an example for other institutions, a deeper analysis of the generalizability of these findings, considering varying cultural contexts and resources, would be beneficial. Nevertheless, this research provides an invaluable contribution to the discourse on culturally responsive pedagogy and offers a practical, impactful framework for preserving indigenous languages and cultural identities in higher education.

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