Sabtu, 25 Maret 2017

LOCAL WISDOM BASED LEARNING By: Prof. Dr. Endang Komara, M.Si. (Professor of Sociology of Education Kopertis Region IV Employed On Master of Social Sciences Education STKIP Pasundan) Email: endang_komara@yahoo.co.id



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.


REFERENCES

Ayatrohaedi (ed.). 1986. Kependidikan Budaya Bangsa. Jakarta: Pustaka Jaya.
Akbar, Sa’dun. 2006. Pengembangan Kurikulum IPS. Malang: Pascasarjana Universitas Kanjuruhan.
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 Sejarah. Bandung: Salamina Press.
Sagala, Syaiful. 2010. Konsep dan Makna Pembelajaran. Bandung: Alfabeta.








2 komentar:

  1. 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) ''.
    Thanks.

    BalasHapus