Abstract
Bantul Regency is one of the areas in the Yogyakarta region that has various local wisdoms to be integrated into learning at Madrasah Ibtidaiyah. There are six classifications of local wisdom in Bantul Regency which can be integrated in learning, namely 1) Local wisdom which is related to the type of food. 2) Local wisdom related to the way of the production system. 3) Local wisdom related to medicine. 4) Local wisdom related to the type of housing. 5) Local wisdom related to the type of clothing. 6) Local wisdom related to humans. This research is a field research with MI research subjects in Bantul district, amounting to 31 MI. Then MI of Bantul district is classified based on the institution that oversees it, consisting of MI under the Maarif Education Institute, MI under the Muhammadiyah Education Institute, MI under Pondok pesantren and MI under the government. Research subjects in this study were students and teachers of upper and lower classes. The process of integrating local wisdom into this learning process is the compatibility of themes and the wealth of wisdom that Bantul district has. Similarities in learning themes from the perspective of agricultural products, culture, geographic location, and community participation in realizing meaningful learning. The results of this integration are expected to form the character of students who are earlier and better. The characters that emerge from the integration of local wisdom in the learning process include honesty, responsibility, discipline, love for the country, cooperation, tolerance, and care. As for the factors that support and inhibit factors. Among the supporting factors are government regulations, both the provincial government of the Special Region of Yogyakarta and local governments, the environment and school culture, and the inhibiting factors are the achievement of the Madrasah Vision and Mission, the adequacy of Human Resources (HR), the fulfillment of facilities and infrastructure, fund management, madrasah management, and limited time.
Highlights
Budaya daerah merupakan salah satu komponen yang berperan untuk mendukung terciptanya budaya nasional
Madrasah Ibtidaiyah (MI) of Bantul district is classified based on the institution that oversees it, consisting of MI under the Maarif Education Institute, MI under the Muhammadiyah Education Institute, MI under Pondok pesantren and MI under the government
The process of integrating local wisdom into this learning process is the compatibility of themes and the wealth of wisdom that Bantul district has
Summary
Teknik pengambilan data penelitian yang digunakan adalah: 1) Angket dengan bantuan googleform untuk mengambil data survey proses pengintegrasian kearifan lokal dalam proses pembelajaran, 2) Observasi (Sukmadinata, 2012), observasi ini dilakukan guna memperoleh data kegiatan belajar mengajar dan pengelolan secara langsung di madrasah terkait. 3) Wawancara (Sukmadinata, 2012), teknik wawancara ini dilakukan untuk menggali penggunaan kearifan lokal yang digunakan dan dilakukan di madrasah baik dalam prosess pembelajaran mapauan dalam pengelolaan madrasah. 4) Dokumentasi (Sugiyono, 2012), teknik dokumentasi ini digunakan untuk menggalai data berupa dokumen seperti profil madrasah, dokumen kurikulum, dokumen kegiatan madrasah dan kegiatan proses pembelajaran, dokumen ini bisa berupa lembar dokumen madrasah, file dokumen madrasah, buku, dan foto-foto yang terkait dengan penggalian data kearifan lokal. Berdasarkan hasil wawancara, dokumentasi dan observasi data kearifan lokal pada proses kegiatan belajar mengajar dan pengelolaan madrasah di MI Kabupaten Bantul diantaranya adalah permainan tradisional, batik, alat musik tradisional, makanan tradisional, pemanfaatan lingkungan sekitar sekolah dan penggalian potensi sumber daya manusia. Berdasarkan hasil data penelitian, kearifan lokal dalam proses kegiatan belajar mengajar di MI kabupaten Bantu diantaranya adalah permainan tradisional, batik, alat musik tradisional, makanan tradisional, pemanfaatan lingkungan sekitar sekolah dan penggalian potensi sumber daya manusia. 4. Kearifan lokal dalam hubungyang berkaiatan perumahan: integrasi pembelajaran yang dilakukan dengan cara pengenalan dengan cagar budaya yang terdapat di lingkungan MI seperti gedung panggung krapyak, rumah pendopo, masjid, pemakaman dan lain sebagainya. Pakaian tradisional yang dapat dimanfaatkan sebagai pembelajaran di Madrasah ada beberapa bentuk diantaranya ada baju surjan, kebaya, koko, dan sarung yang digunakan pada hari-hari dan momen-momen tertentu baik secara nasional maupun lokal madrasah. Adapun beberapa faktor penunjang serta kelemahan pada proses integrasi kearifan lokal dalam pembelajaran adalah:
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