Tradisi lisan sebagai bahan pengembangan materi ajarPendidikan IPS di SMP: sebuah telaah literatur

Abstract

In addition to models, methods, and media, another aspect that is also very important in social studies is teaching material. As an essential element in the learning process, teaching materials must have adequate quality. Accordingly, this article is intended to offer a literature overview of oral traditions as material development for social studies in junior high schools, as well as to design conceptual models related to their application. This article is a conceptual article compiled based on the results of literature studies (books, journals, etc.) and document analysis (Core Competencies, Basic Competencies, Syllabus, etc.). There are three findings offered by this article. First, oral tradition is a potential source to be developed into social studies in junior high schools as it contains values of local wisdom and moral teachings which are relevant to the vision of social studies, namely as civic education. Also, oral traditions, which are part of anthropology and history, share the same nature to social study materialscombination of social science disciplines. Second, from several oral tradition variants, the most potent type to be inserted in social study materials are traditional expressions, folk poetry, folklore, and folk songs-by considering three things, namely: a) curriculum relevance; b) richness in value content; c) school environment-related issues. Third, three stages can be done in developing oral traditions as teaching materials, namely: a) analysis stage (identification of oral tradition and its relevance to curriculum); b) design and development stage (determining the form and structure of teaching materials required); and c) implementation stage.

Inovasi Bahan Ajar Pendidikan IPS Berbasis Digital Flipbook Terintegrasi Local Wisdom Dalam Menunjang Perkuliahan Jarak Jauh

“…Untuk menghasilkan produk berupa bahan ajar digital pendidikan IPS yang berbasis kearifan lokal masyarakat Melayu Riau maka digunakanlah langkahlangkah pengembangan ini. Untuk konteks Indonesia yang beragam kebudayaan lokal, tentu ini dapat menjadi salah satu alternatif yang mesti dilakukan dengan cara memanfaatkan kearifan lokal masing-masing daerah (Syaputra & Dewi, 2020). Selain itu, desain yang akan dilaksanakan juga akan dikondisikan sesuai dengan kebutuhan di lapangan.…”

Oral Tradition of Pesantren as a Source of Studying IPS in MI / SD

“…Hannafin and Peck's model is a learning design model that consists of three phases [13]. In practice, the aim of the substance of a model such as that made by Syaputra [14] but in this model in the manufacture of products there are repetition and revision stages, which can be further explained in the chart as follows. Based on Figure 1, there are three steps used, namely in the first phase, namely needs analysis.…”

Pembelajaran Sejarah di Abad 21 (Telaah Teoritis terhadap Model dan Materi)

“…Pembelajaran sejarah juga gagal dalam menumbuhkan kesadaran sosial dan kompetensi lain yang dibutuhkan untuk mewujudkan kehidupan sosial yang harmoni (Syaputra, Sariyatun & Sunardi, 2018). Tidak hanya itu, pembelajaran sejarah juga gagal dalam mewujudkan peserta didik yang memiliki kemampuan berpikir kritis-analisis dan kreatif sebagai basis pemecahan masalah dan bekal dasar dalam menghadapi persaingan global (Supriatna, 2011;Syaputra & Dewi, 2020…”