Yuventa Hendrika Ani, Thresia Arnoldine Fonga, Maria Yolanda Neur, Maria Dominika Nago Azi, Anastasia Sode, Maria Yosefina Dadi, Yohanes Freadyanus Kasi

The Value of Cooperation in the Farming Activities of the Nagekeo Community: Its Implementation in Classroom Instruction

Introduction

The value of cooperation in the farming activities of the nagekeo community: its implementation in classroom instruction. Discover the value of cooperation in Nagekeo farming (togetherness, solidarity, discipline, responsibility) and its integration into classroom instruction for students.

Abstract

The value of cooperation in the farming activities of the Nagekeo district residents has been preserved since ancient times. There are many values contained in farming activities which are used as local guidelines. The aim of this research is to depict the value of cooperation in farming activities in the Mbay II sub-district, Nagekeo Regency, which can be related to classroom instruction. The research uses descriptive qualitative methods to explore the cultivation of cooperation value in farming activities in depth. The data were collected using interview and then analysed using qualitative descriptive analysis with interview guide instruments. The participants in this research consist of the members of Karya Nyata 6 farmer group in Mbay II Village, Nagekeo Regency, East Nusa Tenggara. The results of this research show that in farming activities there are cooperation values such as; (1) togetherness, (2) solidarity, (3) discipline and (4) responsibility which can be related to classroom instructions. Farming activity that instils the value of cooperation is a good value in social life. So, the value of working together in farming activities can be continued by students if it is brought into classroom instructions.

Review

This paper delves into a compelling and culturally significant topic, investigating the enduring value of cooperation within the farming activities of the Nagekeo community in East Nusa Tenggara. The research effectively highlights how these age-old practices serve as vital local guidelines, embodying a wealth of traditional wisdom. By aiming to depict these cooperative values and subsequently relate them to classroom instruction, the study proposes a critical link between indigenous knowledge systems and contemporary educational practices. The use of a descriptive qualitative methodology, employing interviews with members of a local farmer group, is well-suited for an in-depth exploration of these nuanced cultural values. The research successfully identifies four key cooperation values embedded in the Nagekeo farming activities: togetherness, solidarity, discipline, and responsibility. These concrete findings offer valuable insights into the social fabric and moral education inherent in traditional community work. While the abstract clearly establishes that these values *can be related* to classroom instruction, the specific pedagogical strategies or examples of *how* this integration might occur are not detailed within this summary. This is a point that could potentially be elaborated upon in the full paper to maximize its practical impact for educators. The qualitative descriptive analysis of interview data from the Karya Nyata 6 farmer group provides a solid empirical basis for the identified values. The study's concluding assertion that these cooperative values, when brought into classroom instruction, can be continued by students, underscores its significant practical and theoretical implications. This research provides a valuable framework for developing culturally responsive curricula that not only foster essential social skills but also reinforce cultural identity and community resilience. It demonstrates the potential for schools to draw upon local wisdom as a rich resource for character education, bridging the gap between formal learning and real-world community practices. This work offers a strong foundation for future initiatives aimed at integrating traditional values into modern educational settings, ultimately promoting a more holistic and culturally grounded approach to student development.

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