Abstract
Learning is a form of interaction
that is instructive between teachers and students to transform knowledge,
attitudes and skills to produce students who can communicate, think critically
and work together in social life.
Local knowledge is a way of life
in science as well as a variety of life strategies that intangible activities
carried out by local communities in addressing various problems in meeting
their needs covering all elements of the life of religion, science, economics,
technology, social organization, language and communication and the arts.
Keyword: Learning,
Localknowledge, local communities.
I. Introduction
Education according to Sagala (2010: 3) is a conscious
and deliberate effort to create an atmosphere of learning and the learning
process so that students are actively developing the potential for him to have
the spiritual power of religion, self-control, personality, intelligence,
character, and skills needed him, society, nation and state.
Local wisdom in English conceived as local wisdom /
local knowledge / local genius which means local policy or local knowledge or
local intelligence. Their fulfillment system includes all the elements of
religious life, science, economics, technology, social organization, language,
communication and the arts.
Environmental wisdom or local knowledge society is
already in the public life since ancient times ranging from prehistoric times
to the present, environmental wisdom is the positive behavior of man in touch
with nature and the surrounding environment that can be sourced from religious
values, customs, advice grandmother ancestors or local culture. According
Wietoler (Akbar, 2006) the local wisdom that woke naturally in a community to
adapt to the surrounding environment, this behavior evolved into a culture in
an area and will thrive for generations in general, local culture or the
culture of the region defined as culture that develops in an area, whose
elements are culture tribes who live in that area.
In the implementation of sustainable development by
advancing technology to make people forget the importance of tradition or
culture of the community in managing the environment, local culture is often
considered something that is out in the present century, so the development
planning often does not involve the community.
Learning will be more meaningful when learning puts
students at the center of learning student centered rather than teacher
centered. This is in line with the opinion of Suparno (Darlia, 2010: 2) that
learning is not merely a passive activity received materials from the teacher, but
an active process of digging a long experience, search and find new experiences
and assimilate and connect between them to form meaning. Meaning created from
what students see, hear, feel, and experience. For teachers, teaching is an
activity facilitating students to construct their own knowledge through his
involvement in learning activities. In other words, most of the time learning
process based on activity with students.
Teachers always tried to keep the activities
undertaken to achieve the goals set can be done in a way that is effective and
efficient. Teachers also play an important role in learning strategy planners.
Professional teachers should design learning that is active, creative,
effective and attractive. Indicators of professional teachers as designers of
learning include: (1) master the curriculum and learning tools, meaning
teachers must be responsive in the mastery curriculum, and learning tools, (2)
the material master, (3) control of various methods, and (4) able to manage
learning.
The ability is poorly understood by the teacher, so
that learning will produce a learning process and results were less than
satisfactory. This requires teachers to be creative in determining the
management strategy of learning by setting learning model is effective in
achieving the learning objectives.
II. Discussion
A.
Local Wisdom Based Learning and Character Education
Based on the
English-Indonesian dictionary, local wisdom consists of two words : local and
wisdom. Local means place and wisdom means wise decision. On the other words,
local wisdom can be defined as ideas, values, point of views which are wise,
full of wisdom, good, followed by people in certain place. In anthropology
terms, it is known as local genius.
As an island country,
Indonesia has different histories and cultures. Every region, has their own
uniqueness preserved by the local people. Alwasilah, Suryadi, and Karyono (2009
:52) stated that local wisdom is collection of fact belief, and perception of
people. It includes the way of observing the nature, solving the problem, and
validating information. Explicity, local wisdom is a process of how knowledge
gained, kept, applied, preserved, and shared. On the other hand, Soemardjo
(2015 :2) stated that local wisdom is merely a problem of people who live in
global era ; they have forgotten their own home and they aim to live life as
modern human like people of other countries.
In writers opinion, these two theories depict that local wisdom
is human creation in every place which become their daily habbit ; its given to
the young generation to be introduced to people of the world so they can
preserve and respect the local wisdom . Hermawan, (2012 : 34) local wisdom
consist of two words : local and wisdom and while Ardianto (2011 :292) stated
that local wisdom is knowledge and experience releted to daily activities,
occupation, and culture which has been existed since a long time ago from one
generation to another in addition to that, Rahyono, (2009 :7) said that local
wisdom is human intelligence owned by curtain ethnic group which is gained
through the people experience. It means that local wisdom is certain people
experience which is probably not experienced by other people. These values will
be strongly attached to certain people in a long period of time, as long as
they exist. So the point is that local wisdom can be processed as ideas of the
local which are wise, have good value, attached, and followed by the local
people. Yunus, (2014 :37) added that local wisdom is the cultured had by certain
group of people in certain places : the culture is expected to be able to face
the globalization era because it has values to develop the characteristic of
the people.
On the other hand, Rosidi,
(2009 :8) declares that “the impacts coming from all around the world has given
colours to human, “Thus , culture becomes a coherent design to organize
someone’s activity and
predict
other behavior culture consist of social value, social norm, knowledge, social
and religious structure as a whole, and also intellectual and artistic
declaration which become the uniqueness of certain people or society.
Based
on those opinions, local wisdom can be described as the intelligence of certain
people owning a culture which was still
existed. The attached values were based on experience which had been tried out
by one generation to another.
B.
The
Scope of Sundanese Local Wisdom
Local
wisdom is a comprehensive and wide phenomenon. The scope of local wisdom is
many and vary so it is difficult to limit space. Traditional wisdom and modern
wisdom are different from local wisdom. Local wisdom focused on place and locality
of the wisdom not on generation. Local wisdom could be just appeared in a
community as the result of interaction between the people, nature, and culture.
According to that, local wisdom would not be always traditional as it also
includes the modern wisdom which had wider meaning than the traditional one. To
differentiate the new local wisdom and the old one, the terms such as modern
wisdom, new wisdom or content wisdom can be used. Traditional wisdom called as
old wisdom. History shows that each ethnic and race has their own local wisdom.
For example, Batak is known with its expressive, Javanese was popular with is
softness, Madura had high dignity and so on. More than that, each ethnicity was
friendly with their surrounding. Related to the Sundanese local wisdom,
Ekadjati, (2014 :19) stated Sundanese culture has egalitarian characteristic
before the effect, of Mataram culture coming to the Priangan sub-culture. It
has big potential for making horizontal mobilization or applying the value of
democracy. In other sides, the phenomenon can trigger the potential for
participation, but at the same time, it can change the existed pattern. So the
Sundanese culture which is preserved by people of Kampung Naga is still pure
without any influence from other culture. Ekadjadi said that a part from that
structure, they are also another structure outside of kanekes but it is still
approved by the society.
Sundanese
local wisdom actually giving a wide space of the existence of religion leader
to study by other ethnic in other world. According to Suryalaga (2009 :136-138)
said that there are group of leader based of function called Tri Tangtu di Buana which is determined
the world. First, Sang Rama, who
responsible for maintaining of eart. Second, Sang Resi, who has knowledge in education, and the third is called Sang
Prabu, who lead the government system.
Many
expert discussed of the features of local wisdom such as Quaritch Wales, an
Antropolog who stated that local genius as a identity culture, culture of
nation that makes the country able to absorb and manage others culture from
outside. While Ayatrohaedi, (1986 :40-41) stated that cultural element as local
genius can be survived until now and the characteristic is
1. Able
to survive from other side
2. Able
to accommodate others elements
3. Able
to integrate other culture with the original one
4. Able
to control the other culture
5. Able
to give the sign of culture development.
Meanwhile, Mulyana, (2007
:47) stated that local wisdom consist of 5 (five) dimensions which are
1. Local
knowledge
2. Local
value
3. Local
skill
4. Local
sources
5. Local
mechanism decision
C.
The
Nature of Local Wisdom
According to Mulyana, (2004
:8) said that educational value is often formulated in different way, this
caused by differ point of views. For example, sociology expert defined that
value as a eager, needed, and leisureuntil they get pressure from their society.
Psychology expert defined value as a attitude tendency, started from psychology
symptom like a desire, performance, needed, and belief. While anthropology expert views value as a
price which had culture patterns in society such as language, habit, daily
activity and law.
On the other hand, Yunus,
(2014 :27) stated that value happened in psychology aspect called as belief.
Belief comes as desire, motive, manner, needed, and want. So good or bad
decision, black or white decision as a caused by psychology process and guide
to the act based on their choice. He enforces that norm or value as a external
factor who influences the human attitude.Mulyana also stated that value is a
guidance and represent to the belief.
According to Mulyana, (2004
:32) explained that there are 6 (six) orientation values which is often used by
human being as a references in daily life. There are :
1. Theories
value is value which involve logic and rational consideration and proving about
the truth
2. Economic
value is value based profit. The object is about price
3. Estetic
value is dealing with beauty compatible
4. Social
value is the relationship between human and love
5. Politic
value means the high value is a power which has great influence to the person
6. Religion
value refer to the high truth or belief.
Local knowledge is derived from two words namely
wisdom and local. In general, local wisdom meaning can be understood as the
ideas of local (local) that are wise, full of wisdom, good value, embedded and
followed by members of the community. Local knowledge is formed as the
excellence of local culture and geographical conditions in the broad sense.
Local knowledge is a product of the cultural past that should continuously hold
onto life. Although local but worth the value contained in it is considered
very universal.
Meanings the local wisdom in the world of education is
still lacking. There are terms of local content in the structure of the
curriculum, but very formal the meaning for local content less explore local
wisdom. Local content was limited to local language and local dance that taught
to students. Educational challenge is complex. Especially if it is associated
with global advances in science and technology, local values began to fade and
abandoned. Because the exploration of the sublime cultural wealth of the nation
is necessary to do.
Local wisdom contains a lot of ideals and life wisdom.
Importance of local wisdom in our education extensively is part of our efforts
to improve national resilience as a nation. Culture archipelago plural and
dynamic is a source of local knowledge that will not die, because everything is
a fact of life (living reality) that cannot be avoided.
Revitalization of local wisdom based learning
according Widja (Koentjaraningrat, 1986), first, the historical foundation that
local knowledge can shape local history. For the study of local history is the study
of life in community or communities of a certain environment in the dynamic
development in various aspects of life. Early establishment of local wisdom in
a society generally not known exactly when such wisdom appears. In general,
formed starting from the community do not recognize text (“praaksara”). This praaksara
tradition which gave birth to the oral tradition. Second, the psychological
foundation. Psychologically local wisdom based learning provides a
psychological experience to students as observers and implementing activities.
The psychological impact can be seen from the courage of students in asking
about his ignorance, present their views, presentation to the class, and
communicate with the public. With the use of the environment, the needs of
students on psychological development will be obtained. Because the environment
is one of the factors that influence the formation and development of
individual behavior, both the physical environment and socio-psychological,
including the study. Third, the political and economic foundation. Learning
based on local wisdom is contributing competence to know the working world
competition. From an economic point of this study provide concrete examples of
real life to the students to make ends meet. Because in the end the students
are educated and prepared to face the global competition that requires skill
and a high competence in the social environment. Fourth, the juridical basis.
Learning based on local wisdom directing learners to better appreciate the cultural
heritage of Indonesia. Schools not only shaped the generation learners become
qualified in terms of cognitive, but also must shape the attitudes and behavior
of learners in accordance with the prevailing demand.
Local knowledge is closely associated with character
education. Because the character education is values education, manners
education, moral education, personality education that aims to develop the
ability of learners to provide good-bad decision, maintaining what is good and
realize that kindness in everyday life with a vengeance. On that basis,
character education is not just to teach what is right and wrong but character
education also instills habits (habituation) about good things so that learners
become familiar (cognitive) about what is right and wrong, able to feel
(affective) good value and used to do (psychomotor). In other words, a good
character education should involve not only the aspect of “a good knowledge
(moral knowing), but also feel good or loving good (moral feeling), and behavior
(moral action)”.
Character education emphasis on habit that constantly
practiced and performed. Character education is essentially aimed at shaping
the nation's toughness, competitive, high morals, tolerant,
worked-togetherness, patriotic spirit, developing a dynamic, service-oriented
science and technology are all animated by faith and piety to God Almighty that
based on Pancasila. Character education function as, first developing the
potential base to be good hearted, good thoughts and good behavior. Second,
strengthen and develop the nation's multicultural behavior. Third, improve the
competitive civilization in the association world. Character education is done
through a variety of media that include family, educational units, civil
society, political society, government, business and the media.
Character education is mentioned as values education,
manner education, moral education, personality education that aims to develop
the ability of learners to provide good-bad decision, maintain what is good and
realize that kindness in everyday life with a vengeance. On that basis,
character education is not just to teach what is right and wrong but character
education also instills habits (habituation) about good things so that learners
become familiar (cognitive) about what is right and wrong, able to feel
(affective) good value and used to do (psychomotor). In other words, a good
character education should involve not only the aspect of '' a good knowledge
(moral knowing), but also feel good or loving good (moral feeling), and
behavior (moral action) ''.
Character education emphasis on habit or custom which
continues - being practiced and carried out. Character education is essentially
aimed at shaping the nation's toughness, competitive, high morals, tolerant,
worked-togetherness, patriotic spirit, developing a dynamic, service-oriented
science and technology are all animated by faith and piety to God Almighty is
based on Pancasila. Character education functions: (1) develop the potential
base to be good hearted, good thoughts and good behavior; (2) strengthen and
develop the nation's multicultural behavior; (3) improve competitive
civilization in the association world. Character education is done through a
variety of media that include family, educational units, civil society,
political society, government, business, and media.
Education units so far have been to develop and implement
a character-forming values through education units respectively. This is the
precondition of character education in the educational unit to the next at this
point is reinforced by the results of empirical studies grades 18 Curriculum
Center. Value precondition (the existing values) are referred to, among others:
Taqwa, clean, neat, comfortable, and well mannered. In order to further
strengthen the implementation of character education has identified 18 values
derived from religion, Pancasila, culture and national education goals, namely;
(1) religious, (2) honest, (3) tolerance, (4) discipline, (5) hard work, (6) a
creative, (7) independent, (8) democratic, (9) curiosity, (10 ) the national
spirit, (11) love of the homeland, (12) the achievements, (13) friends /
communicative, (14) love peace, (15) likes to read, (16) care about the
environment, (17) social care, and ( 18) responsibility.
In the implementation, the number and type of the
selected character will certainly be different from one area or school with
each other. It depends on the interests and conditions of each educational
unit. Among the various values are developed, the implementation can be started
from an essential value, simple, and easy to perform in accordance with the
conditions of each school / region. That is clean, comfortable, disciplined,
polite and courteous.
The education process is based on the totality of the
psychological character that covers all potential human individual (cognitive,
affective and psychomotor) and functions in the context of the totality of
sociocultural interaction within the family, the education unit, and the
community.
Categorizing the value is based on the consideration
that the essence of the behavior of a person of character is the embodiment
functions totality of psychological cover the entire potential of the human
individual (cognitive, affective, and psychomotor) and functions of the
totality of the socio-cultural context of interaction (in the family, the
education unit, and the public) and last a lifetime. Configuring the characters
in the context of the totality of psychological and sociocultural processes can
be grouped into: (1) heart manner (spiritual & emotional development); (2)
think manner (intellectual development); (3) sports and kinesthetic (physical
and kinesthetic development); and (4) the feeling and intention manner
(affective and creativity development). This process holistically and have a
coherent and complementary interrelations.
D. Local
Wisdom Based Learning Foundation
1. Historical Foundation
Local knowledge can be sourced from a local cultural community.
In historical perspective, local knowledge can shape local history. For the
study of local history is the study of life community or communities of a
certain environment in the dynamic development in various aspects of life.
Widja (Koentjaraningrat, 1986). Early establishment of local wisdom in a
society generally not known exactly when such wisdom appears. In general,
formed starting from the community do not recognize text (“praaksara”). This praaksara
tradition which gave birth to the oral tradition.
Historically oral tradition much to explain about the
past of a society or a community origins. The development of this oral
tradition can be a belief or faith community. In people who do not recognize
text contained an effort to devote his past experiences through stories
transmitted orally and continuously passed down from generation to generation.
Inheritance is done with the aim of becoming the next generation of people who
have a sense of ownership or a love story of her past. The oral tradition is a
way to pass on the history of the people who do not know the writing, in the
form of a verbal message in the form of questions that have been made in the
past by the generation that lived before the generation now.
2. Psychological
Basis
Psychologically local wisdom based learning provides a
psychological experience to students as observers and implementing activities.
The impact of psychological bias seen from the courage of students in asking
about his ignorance, present their views, presentation to the class, and
communicate with the public. With the use of the environment, the needs of
students on psychological development will be obtained. Because the environment
is one of the factors that influence the formation and development of individual
behavior, both the physical environment and socio-psychological, including the
study. Against these environmental factors some are calling it a meaningful
empirical experience.
III. Conclussion
A.
Local wisdom is a
comprehensive and wide phenomenon. The scope of local wisdom is many and vary
so it is difficult to limit space. Traditional wisdom and modern wisdom are
different from local wisdom. Local wisdom focused on place and locality of the
wisdom not on generation. Local wisdom could be just appeared in a community as
the result of interaction between the people, nature, and culture.
B.
Local
wisdom consist of 5 (five) dimensions which are: local knowledge, Local value, Local skill, Local sources, and Local mechanism decision.
C.
Implementation
of character education has identified 18 values derived from religion,
Pancasila, culture and national education goals, namely; (1) religious, (2)
honest, (3) tolerance, (4) discipline, (5) hard work, (6) a creative, (7)
independent, (8) democratic, (9) curiosity, (10 ) the national spirit, (11)
love of the homeland, (12) the achievements, (13) friends / communicative, (14)
love peace, (15) likes to read, (16) care about the environment, (17) social
care, and ( 18) responsibility.
D.
Local Wisdom
Based Learning Foundation, namely; historical foundation, and
psychological basis. In historical perspective, local
knowledge can shape local history. For the study of local history is the study
of life community or communities of a certain environment in the dynamic development
in various aspects of life. The impact of psychological bias seen from the
courage of students in asking about his ignorance, present their views,
presentation to the class, and communicate with the public.
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Akbar,
Sa’dun. 2006. Pengembangan Kurikulum IPS.
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Alwasilah, A. Suryadi K & Karyono. 2009. Etnopedagogi. Bandung: PT Kiblat Bulan
Utama.
Ekadjati. 2014. Kebudayaan
Sunda Bandung: Dunia Pustaka Jaya. Bandung: Rineka Cipta.
Kemendiknas.
2011. Pedoman Pelaksanaan Pendidikan
Karakter. Jakarta.
Koentjaraningrat.
1984. Kebudayaan Mentalitas dan
Pembangunan. Jakarta: Gramedia.
Komara,
Endang. 2014. Belajar dan Pembelajaran
Interaktif. Bandung: Refika Aditama.
Mulyana, Agus & Gunawan Restu. 2007. Sejarah Lokal: Penulisan & Pembelajaran
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Sagala,
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noted. Prof: In other words, a good character education should involve not only the aspect of '' a good knowledge (moral knowing), but also feel good or loving good (moral feeling), and behavior (moral action) ''.
BalasHapusThanks.
interesting topics thanks!
BalasHapus