Budaya Longko As a Character Building of Student Speech

The aim of this study is to identify and deepen the Ma'kombongan culture in the Toraja community as a collaborative learning model. In addition, the appointment of Ma'kombongan will preserve Torajan cultural values in modern times. This study uses a qualitative research approach with data collection techniques through literature reviews and interviews with experts, traditional elders, and businesses of the Torajan community. The data was collected and the data coded. The research was conducted in three phases, the first phase was to collect studies in the form of books and to identify community leaders who were knowledgeable on the subject. The second stage is to conduct a literature review and interviews with community leaders. The third stage is to analyze the collected data to formulate a clear argument regarding the identification of Ma'kombongan as a learning model for group investigations. Ma'kombongan culture as a group collaborative learning model .

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“…The Toraja region is located in the highlands of South Sulawesi province [8]. The Toraja region has a unique and interesting cultural diversity.…”

Section: Resultsmentioning

confidence: 99%

Transformation of Toraja Ma'kombongan Culture to a Cooperative Learning Model

Situru

Tangkeallo²,

Borean³

et al. 2022

edumaspuljr

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“…Tolerance fosters attitudes of accepting differences, transforming uniformity into diversity, recognizing the rights of others, appreciating and respecting the existence of others, supporting and respecting cultural differences, and other diversities created by the Almighty (Widodo et al, 2020). Additionally, the Toraja ethnic group is known for their Longko' culture, where they always respect their elders (Hakpantria et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Character Education Values in Traditional Dance Extracurricular Activities in Elementary Schools

Kabanga,

et al. 2024

Intl. J. Rel.

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This research aims to describe the values applied in extracurricular dance activities at SDN 4 Kesu’. The research method used is descriptive qualitative research. The subjects of this research are teachers who conduct traditional dance extracurricular activities at elementary schools. Data collection techniques use observation, interviews, and documentation. The collected data were analysed through data reduction, data presentation, and conclusion drawing stages. The results show that traditional dance extracurricular activities not only train students in dance movements but also apply the values found in traditional dance and then interpret them into character education values. The character education values found in traditional dance extracurricular activities are religious values, tolerance, discipline, hard work, independence, curiosity, environmental care, social care, and responsibility. Teachers play a pivotal role in instilling character values by continuously guiding and directing students. This approach is key to imparting and transmitting positive values to students. In the context of dance extracurricular activities, this can be achieved through several practices: ensuring students arrive at school on time before practice begins, and starting and ending every session with a prayer.

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“…Based on the research, there was only one aspect that was not being done at the time of the research, which was the celebration of religious holidays as it was not a major day at the time of the research. The implementation of short worship culture in class plays an important role in the formation of students' religious character [10,11].…”

Section: Implementation Of Religious Valuesmentioning

confidence: 99%

Implementation of School Culture Based on Character Development at SDN 5 Tikala

Tadius,

Luther,

Hakpantria

et al. 2023

Advances in Social Science, Education and Humanities Research

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The purpose of this study was to determine the school culture in terms of character-based education at SDN 5 Tikala. This study uses a descriptive type of research with a qualitative approach. The subjects of this study were school principals, facilitators and students who were identified using a targeted method. Data collection techniques using interviews, observation and documentation. The validity of the data was determined by source triangulation and technology triangulation. Data analysis techniques use interactive models according to Miles, Huberman and Saldana. Through data collection, data compression, data presentation and drawing inferences. The results of the study show that the school culture is based on character education at SDN 5 Tikala through the planning of character values teaching integrated into the school curriculum, the implementation of character values teaching is integrated into each activity according to a given topic. There are five ingrained character values, namely religion, national spirit, welfare, discipline and environmental protection. Factors that support the school culture are the parents and the school environment or the school culture activities supported by everyone involved. While the inhibiting factor in cultivating character values is the Covid-19 pandemic that restricts direct interaction.

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Budaya Longko As a Character Building of Student Speech

Cited by 6 publications

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Transformation of Toraja Ma'kombongan Culture to a Cooperative Learning Model

Transformation of Toraja Ma'kombongan Culture to a Cooperative Learning Model

Character Education Values in Traditional Dance Extracurricular Activities in Elementary Schools

Implementation of School Culture Based on Character Development at SDN 5 Tikala

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