Enkulturasi Nilai Karakter  Melalui Permainan Tradisional  Pada Pembelajaran Tematik Di Sekolah Dasar

Anisah, Ani Siti; Holis, Ade

doi:10.52434/jp.v14i2.1005

Cited by 6 publications

(8 citation statements)

References 6 publications

(9 reference statements)

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“…Enculturation is a long process that involves individuals adopting and internalizing the values, norms, and cultural traditions around them (Anisah and Holis, 2020). In the context of learning painting at the Jelekong Painting Center, the art enculturation process involves several stages that progressively form understanding, skills, and personal expression in painting.…”

Section: Jelekong Painting Education As a Means Of Inheritance Culturementioning

confidence: 99%

Passing Down Traditions and Culture: Methods of Painting Education at the Jelekong Painting Center, Bandung, Indonesia

2024

ISVS

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Painting skills of the Jelekong community have cultural values that need to be inherited to be passed on or communicated to the next generation through a self-taught practical art education process, given that culture is a learning process, not biologically inherited. One form of cultural inheritance to the next generation can be done through art education for generations. In education, learning to paint is seen as a means to achieve educational goals, including helping growth and development, fostering aesthetic development and helping to perfect life. This paper examines how painting skills of the Jelekong community are passed down.This research employs a case study approach as a research method, with informants being the village head, Jelekong painters, and Jelekong culturalists. It uses semi-structured in-depth interviews, participatory observation, and document studies as data collection procedures.This paper reveals how self-taught educational methods at the Jelekong Painting are implemented and concludes that they contribute to preserving traditional Indonesian paintings. These methods provide a roadmap for the next generation to pass on their skills in maintaining and enriching traditions and culture. This research reveals that the methods used by the Jelekong painters do not have a formal fine arts educational background to teach painting skills but are passing down the skills effectively. Painting methods facilitate the transfer of skills from generation to generation It highlights the dynamic interaction between art education, traditional and cultural heritage and the preservation of conventional painting skills at the Jelekong Painting Center. It also provides a valuable perspective on the broader role of art education in maintaining overall cultural continuity and identity.

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Section: Jelekong Painting Education As a Means Of Inheritance Culturementioning

confidence: 99%

Passing Down Traditions and Culture: Methods of Painting Education at the Jelekong Painting Center, Bandung, Indonesia

2024

ISVS

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“…Selain itu pelaksanaan pembelajaran harus disesuikan dengan kebutuhan perkembangan anak. Secara lebih lanjut pelaksanaan program pembelajaran tematik dilaksanakan sebagai upaya untuk mengembangkan sikap sosial dan spiritual anak, sehingga anak akan mampu menjalin hubungan baik dengan sesama dan lingkungan di sekitarnya (Anisah & Holis, 2020;Wijanarti et al, 2019).…”

Section: Pendahuluanunclassified

“…Pembelajaran anak usia dini dilaksanakan dengan menerapkan pendekatan saintifik dengan tahapan mengamati, menanya, mengumpulkan informasi, dan mengomunikasikan hasil belajar (Anisah & Holis, 2020). Penyusunan rencana pelaksanaan pembelajaran tematik dapat teritegrasi dengan pendidikan karakter dan memberi arah dalam menyusun media (Isdaryanti et al, 2018).…”

Section: Pembahasanunclassified

Program Pembelajaran Tematik Berbasis Tri Hita Karana Pada Anak Usia Dini

Rasmini¹

2022

PAUD

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Konsep tri hita karana mengajarkan anak untuk membina hubungan harmonis dengan tuhan, sesama manusia, dan lingkungan sekitar. Hanya saja kenyataan dilapangan menunjukkan bahwa implementasi tri hita karana belum dapat dilaksanakan dengan baik. Adapun tujuan dari penelitian ini yakni untuk mengembangkan program pembelajaran tematik berbasis tri hita karana pada anak usia dini. Penelitian ini tergolong kedalam jenis penelitian pengembangan yang dikembangkan dengan menggunakan model Borg & Gall dan Dick and Carey yang disesuaikan dengan kondisi dan situasi subjek sasaran. Subjek yang terlibat dalam penelitian ini yakni 33 guru PAUD/TK. Pengumpulan data dilakukan menggunakan teknik dan instrument observasi, check list. Data yang diperoleh pada setiap langkah dianalisis secara deskriptif kualitatif. Hasil analisis penelitian menunjukkan bahwa produk pengembangan program pembelajaran tematik berbasis tri hita karan pada anak usia dini memperoleh koefisien = 0,91 tergolong sangat relevan; langkah-langkah pembelajaran memperoleh koefisien validitas = 0,89 tergolong sangat relevan; pedoman asesmen dan kriteria penilaian memperoleh koefisien validitas = 0,88 tergolong sangat relevan; Hasil uji validitas pedoman RPP dengan koefisien validitas = 0,94 yang tergolong dalam kategori sangat relevan; Uji validitas empirik produk langkah-langkah pembelajaran dengan koefisien validitas = 0, 91 tergolong sangat relevan, uji validitas empirik produk rencana asesmen dan kriteria penilaian pembelajaran tematik dengan kofisien validitas = 0,88 tergolong sangat relevan. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa Berdasarkan hasil analisis data maka dapat disimpulkan bahwa proses pembelajaran berbsis konsep tri hita karana valid dan empirik untuk dikembangkan dan dibelajarkan kepada anak usia dini karena dapat meningkatkan hasil belajar siswa.

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“…So, to meet their learning needs, students need adaptive learning designs that contain game elements and allow them to study in groups (Beaumont et al, 2021;Fernández-Gavira et al, 2021;Rahayu, 2019). In addition, providing opportunities for students to involve themselves in the teaching and learning process also needs to be developed the teacher (Anisah & Holis, 2020;Saragih & Wedyawati, 2019). One form of learning that can involve students directly is group learning, which integrates a game (Fauziyah & Anugraheni, 2020;Rusmiati & Nugroho, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The application of the Team Games Tournament model will be more effective if accompanied by traditional-based games. It is because traditional games are games that grow and develop in certain areas and are taught from generation to generation to the next generation (Amania et al, 2021;Anisah & Holis, 2020). Traditional games can develop children's thinking skills, train courage, and train honesty and sportsmanship in children.…”

Section: Introductionmentioning

confidence: 99%

The Value of Solidarity in Learning Activities Integrated with Traditional Games

Minang

Rustan

Hisbullah

2023

j. ilm. sekol. Dasar

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The role of technology has affected the value of student solidarity, so it is necessary to integrate learning activities with traditional games. The purpose of this study was to formulate cooperative learning activities of the TGT type integrated with traditional fortification games to increase student solidarity's value. This type of research is descriptive qualitative. The subjects of this research were 20 students of class V. Data collection in the study was carried out using observation, interview, and documentation methods with research instruments in the form of interview guides, guidelines for observing the implementation of student solidarity values, and documentation of learning tools. The collected research data were analyzed thematically. The results show that the teacher's learning activities could be more optimal. Indicators of solidarity values, togetherness, mutual respect, and helping each other have yet to be fulfilled properly. Cooperative learning of the TGT type is integrated with traditional games of fortifications, which should be carried out consisting of opening learning with religiously charged activities, providing apperception and motivation, conveying titles and subject material, dividing groups by suit, discussion, questions overtakes, evaluation of material, awarding, review, as well as providing reflection and motivation. The formulation of the TGT-type cooperative learning activities integrated with traditional fortification games can be a solution to increasing the value of student solidarity.

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Enkulturasi Nilai Karakter Melalui Permainan Tradisional Pada Pembelajaran Tematik Di Sekolah Dasar

Cited by 6 publications

References 6 publications

Passing Down Traditions and Culture: Methods of Painting Education at the Jelekong Painting Center, Bandung, Indonesia

Passing Down Traditions and Culture: Methods of Painting Education at the Jelekong Painting Center, Bandung, Indonesia

Program Pembelajaran Tematik Berbasis Tri Hita Karana Pada Anak Usia Dini

The Value of Solidarity in Learning Activities Integrated with Traditional Games

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