Kearifan lokal merupakan komponen terpenting dalam kebudayaan termasuk halnya dalam pengelolaan Repong Damar yang terdapat di Pekon Pahmungan, Kecamatan Pesisir Tengah, Kabupaten Pesisir Barat, Provinsi Lampung. Tujuan penelitian ini untuk mengetahui kearifan lokal pengelolaan Repong Damar di Pekon Pahmungan. Penelitian dilakukan dengan pendekatan kualitatif. Penelitian ini menghasilkan temuan bahwa kearifan lokal dalam pengelolaan Repong Damar di Pekon Pahmungan sebagai berikut. Nilai-nilai adat pewarisan Repong Damar kepada anak tertua laki-laki. Hal ini dikarenakan anak tertua laki-laki dianggap mempunyai tanggung jawab penuh untuk keluarganya. Dalam pembukaan lahan harus mengikuti proses pengelolaan Repong Damar melalui tiga fase, yaitu fase darak, yaitu pembukaan lahan; fase kebun, yakni penanaman bibit pohon produktif (damar, duku, durian, jengkol); fase repong, yakni proses terakhir dalam pembukaan lahan yang sudah berbentuk kebun yang menyerupai hutan alami yang ditumbuhi berbagai tanaman produktif baik kayu, damar, duku, jengkol yang harus menunggu usia pohon damar berumur di atas 15 tahun untuk siap disadap. Apabila tidak mengikuti ketiga fase tersebut maka akan menyebabkan bala bencana (kualat) seperti hasil getah damar menyusut dan tidak menghasilkan getah damar unggul (damar mata kucing). Selain itu terdapat hukum adat yang mengatur kegiatan pengelolaan petani Repong Damar bahwa penebangan pohon damar harus sesuai dengan ketentuan umur pohon yakni usia pohon damar di atas 15 tahun, apabila tidak mematuhi maka akan diberikan sanksi berupa penanaman bibit pohon damar kembali di lahan yang sama. Berdasarkan realita di lapangan berbagai hal yang dilakukan petani merupakan tradisi leluhur yang diwariskan antargenerasi. Local wisdom is the most critical component in culture, including the management of Repong Damar. This study aims to find out the local wisdom in managing Repong Damar in Pekon Pahmungan. Data collection techniques use qualitative description. This study concluded that local wisdom in the management of Repong Damar in Pekon pahmungan as follow. Traditional values of inheritance of Repong Damar to the eldest son. This is because the eldest son is considered entirely responsible for his family. Inland clearing must follow the management process of Repong Damar through three phases, namely darak phase, namely land clearing; kebun phase, planting productive tree seedlings namely (resin, duku, durian, jengkol); repong phase is the last process in land clearing that has been in the form of a garden that resembles a natural forest that is overgrown with various productive plants both wood, resin, Duku, jengkol who have to wait for the age of resin trees over 15 years to be ready to be tapped, if they do not follow the three phases it will cause disaster (kualat) such as the results of resin shrinking and not produce superior resin sap (cat's eye damar). In addition, there is a customary law that regulates the management activities of Repong Damar farmers that the felling of damar trees must comply with the provisions of the age of the tree, namely the age of the damar tree is above 15 years, if it does not comply, it will be given a sanction in the form of planting damar tree seedlings again on the same land. Based on the reality, the actions taken by Repong Damar farmers are a form of the traditional auction because the management of Repong Damar has become a tradition that is carried out from generation to generation from the ancestors.
The purpose of this research is to find and to analyzes the fulfillment of the basic rights on child based on the regulation of the state minister for women empowerment and child protection of the republic of Indonesia No. 12 of 2011 on indicators district of a city worthy of child. The research was done in 2 areas which is located in Gading Cempaka Subdistrict, they are in Cempaka Permai and Lingkar Baratvillage. Research conducted with qualitative approach and data was collected throughout observation, interview , FGD and study document . The result is a). In the both of areas have not had children forum which can directly accommodate the aspirations of children and do not involve children (age category of teenagers) on the activities and deliberations or work programs that exist in the environment RT or RW. b). In the both of areas has not been in the region of the unavailability of two consulting agencies for parents/family and child welfare agencies. c). In the both of areas has not been in an optimum manner use of leisure time and cultural activities it was found problems yet the number of program activity level of RT and RW aimed at maximizing the potential of children, as well as the unavailability of Green Open Space (RTH) as playing area that is safe and comfortable for children. Tujuan penelitian ini ialah menemukenali serta menganalisis pemenuhan hak dasar pada anak yang didasarkan pada Peraturan Menteri Negara Pemberdayaan Perempuandan Perlindungan Anak Republik Indonesia No. 12 Tahun 2011 tentang Indikator Kabupaten Kota Layak Anak. Penelitian dilakukan di 2 kawasan yang berada di Kecamatan Gading Cempaka, yakni Kelurahan Cempaka Permai dan Kelurahan Lingkar Barat. Peneliti menggunakan pendekatan kualitatif dengan teknik pengambilan informan melalui purposive dan snowball sampling. Adapun teknik pengambilan data dilakukan melalui observasi, wawancara, FGD dan studi dokumen. Temua penelitian menunjukkan bahwa a). Kedua wilayah penelitian belum memiliki forum anak yang dapat mengakomodir aspirasi anak secara langsung serta belum melibatkan anak khususnya anak kategori usia remaja pada kegiatan dan musyawarah ataupun program kerja yang ada di lingkungan RT/RW maupun kelurahan, b). Di dua kawasan tersebut belum tersedia lembaga konsultasi bagi orang tua/keluarga dan lembaga kesejahteraan anak. c). Belum banyaknya program kegiatan di tingkat RT dan RW yang ditujukan untuk memaksimalkan potensi anak serta belum tersedianya kawasan Ruang terbuka Hijau (RTH) sebagai kawasan bermain yang amandan nyaman bagi anak.
Indonesia has culture diversity considered as national asset. But, if culture diversity is not managed well, it will trigger gap, conflict, disunity and violence. Therefore, the attempt to reconstruct four nationality pillars is essential. The goal is to give concept of be-Indonesian as integrative, comprehensive, and also become the foundation to enhance national unity. Four nationality pillars are: Pancasila as national ideology, basic law of 1945 as national constitution, Negara Kesatuan Republik Indonesia (NKRI) as the form of the country and Bhinneka Tunggal Ika as the national motto. The target of this program is students in 3 senior high schools and vocational high school in Bengkulu city. The methods in community service activities are workshops through the provision of material which begins with pre-test activities and ends with post test, FGD, and mentoring. After the activity, the knowledge of the students about the four nationality pillars has increased significantly. From the activities conducted in 2 schools, it is found that the average increase of students' knowledge about the four pillars of nationality increased up to 30.8% and 38.7%. Each school always disseminates knowledge about the four nationality pillars through teaching in each school. The distribution of knowledge about the four nationality pillars is not only done among students, but also for the teachers. The goal is to be able to reconstruct and internalize the four nationality pillars as an effort to strengthen the soul of nationalism and minimize acts of violence that can be a potential for radicalism and national division. PENDAHULUANFenomena tindak kekerasan yang disebabkan oleh radikalisme dan aksi terorisme dalam kurun waktu 10 tahun belakang ini memang dinilai sangat meresahkan masyarakat. Hal ini karena perilaku teror yang dilakukan sering bersamaan dengan tindak kekerasan disertai peledakkan bom. Sehingga menyebabkan banyak korban jiwa. Bila menilik dari sisi bahasa, radikalisme berasal dari bahasa latin yang berarti akar, konsepsi mengenai
The attitude of fishermen community’s employers in Bengkulu city toward Institution Number 7 on 2016 about protection and empowerment for fishermen of fish farmers and salt fond farmers, basically was an early image of how process and content of the institution could encourage actively participation on efforts of fishermen community’s protection and empowerment, especially in Bengkulu city. The research with descriptive qualitative approach was conducted by interview and observation toward 15 employer informants in 3 areas, there were in Pantai Jakat, Kampung Bahari and Malabero areas of Bengkulu City. The research result shows that generally the employers in Bengkulu City can be divided into 1) employer of ship owner, consist of employer whose actively and not actively sailing 2) employer as collector of fisherman catch result from sailing, both for sold directly or became processed food. The research result also indicates that although the employers did not know exactly the process of making and content of the Institution of protection and empowerment of fishermen, but they understand the risk and susceptibility life of fishermen community, because basically they are also part and parcel of the fishermen life. This case makes them support and agree the issuance of Institution of protection and empowerment of fishermen. The employers hoped that there is socialization of the institution so they can participate on the implementation of Institution Number 7 on 2016 about protection and empowerment for fishermen of fish farmers and salt fond farmers. Keywords: Employer, Protection And Empowerment Of Fishermen
Teaching Campus is a policy set by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, which provides opportunities for students to hone students' abilities according to their talents and interests by going directly to the field (elementary school). One of the locations for campus teaching activities is SDN 95 Kaur Regency, Bengkulu. The implementation carried out by these students was also accompanied by Field Supervisors. The performance includes activities: exploring problems that exist in schools, student discussions with school stakeholders, student discussions with field supervisors, implementing programs based on issues that occur in the field, monitoring and evaluating and preparing final reports on student activities. The results of the Campus teaching program activities include: Students strengthen literacy learning, strengthen numeracy, and help to learn during the pandemic, especially at the elementary level. The training lasted for approximately three months. The students' roles in these activities included: Helping teach, Carrying out the technology adaptation process, Assisting in the preparation of school administration and teachers. It is hoped that the presence of students can bring positive changes to teachers, students and schools.
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