Kurikulum Kearifan Lokal Bali Berbasis Heutagogy di Sekolah Dasar
Abstract
This study focuses on dissecting the heutagogy-based local wisdom curriculum as a strategy for optimizing primary school student learning. The study method uses bibliographic research by prioritizing the integrity and accuracy of sources, relationships, meaning relations, and conformity with the focus of the study. Based on the results of the study, it can be concluded as follows: (1) The local wisdom curriculum is a curriculum model that elaborates and actualizes a set of noble values ​​that are embraced or have become the belief of a society, which is adapted to the characteristics of the educational goals that have been previously set. , (2) Heutagogy is a learning approach that optimally provides opportunities for students to make choices freely about the material to be studied and how to learn it, (3) heutagogy is not only oriented to efforts to master a certain competence, but also to capacity building. and the capability of students' competencies, including elaborating the local values ​​of the community, so that this makes the learning outcomes of students better and more meaningful.
References
Blaschke & Hase (2015). Strategies For Implementing Self-Determined Learning (Heutagogy) within Education: A Comparison Of Three Institutions (Australia, South Africa, and Israel). (Thesis). Von Ossietzky Universitat, Oldenburg. (hlm 32-33).
Blaschke, L. M. (2012). Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning. The International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1076/2113
Chapnick, S., & Meloy, J. (2005). From Andragogy to Heutagogy. In Renaissance eLearning: Creating Dramatic and Unconventional Learning Experiences (pp. 36–37). San Francisco, CA: John Wiley and Sons.
Efendi, A. (2014). Implementasi kearifan budaya lokal pada masyarakat adat kampung Kuta sebagai sumber pembelajaran IPS. SOSIO-DIDAKTIKA: Social Science Education Journal, 1(2), 211-218.
Hase, S., & Kenyon, C. (Eds.). (2013). Self-determined learning: Heutagogy in action. A&C Black.
McAuliffe, M., Hargreaves, D., Winter, A., & Chadwick, G. (2008). Does Pedagogy Still Rule? Proceedings of the 19th Annual Conference of Australasian Association for Engineer Education, Central Queensland University, Yeppoon, Australia. Retrieve from http://aaee.com.au/conferences/papers/2008/ aaee08_submission_T2A1.pdf
Neuman W Lawrence. (2003). Social Research Method: Bibliography and Qualitative Approaches. Boston. Allyn and Bacon.
Nikolovska, A. I., Grizev, A., & Iliev, A. (2019). History of Heutagogy as a self-determinated learning. Proceedings of Papers, 147.
Nusantara, T. (2018). Desain Pembelajaran 4.0. Lombok. Forum Seminar Nasional, Lembaga Penelitian Pendidikan (LPP) Mandala. http://ejournal.mandalanursa.org/index.php/Prosiding/article/download/424/409.
Oliva, P. F. (2009). Developing the curriculum (7th ed.). Boston, MA: Allyn & Bacon.
Pitana, I G. 1994. Desa Adat dalam Arus Modernisasi. Dalam I G. Pitana (ed). Dinamika Masyarakat dan Kebudayaan Bali. Denpasar: Bali Post. Hal. 137 – 170.
Rustika, I. M. (2012). Efikasi diri: tinjauan teori Albert Bandura. Buletin Psikologi, 20(1-2), 18-25.
Smith, M. K. (2001). Chris Argyris: theories of action, double-loop learning and organizational learning. The encyclopedia of informal education. Retrieved from http://www.infed.org/thinkers/argyris.htm
Suardana. 2018. Kearifan Lokal, Kunci Kekuatan Bali. https://www.nusabali.com//
Sudiana, I. M., & Sudirgayasa, I. G. (2016). Integrasi kearifan lokal bali dalam buku ajar sekolah dasar. Jurnal Kajian Bali, 5(1), 181-200.
Sukmono, N. D. (2015). Metode Pembelajaran Self Directed Learning Berbasis ICT dengan Pemanfaatan Game Android Berkarakter untuk Pembelajaran Bahasa Indonesia. Seminar Nasional Pendidikan Bahasa Indonesia. ISSN: 2477-636X. 247-254
Sularso, S. (2015). Revitalisasi kearifan lokal dalam pendidikan dasar. Jurnal Pendidikan Sekolah Dasar Ahmad Dahlan, 2(1), 73-80.
Suwardani, N. P. (2015). Pewarisan nilai-nilai kearifan lokal untuk memproteksi masyarakat Bali dari dampak negatif globalisasi. Jurnal Kajian Bali, 5(2), 247-264.
Taba, Hilda (1962). Curriculum Development Theory and Practice, USA : Harcourt, Brace & World, Inc.
Tilaar, H.A.R. 2015. Pedagogik Teoritis untuk Indonesia. Jakarta: Buku Kompas.
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.
Yunailis, M. (2019). Kajian Teori Humanistik Maslow dalam Kurikulum 2013. Al-Idarah: Jurnal Kependidikan Islam, 9(1), 86-96.
Zohrabi, M. (2014). Promoting Teacher Development Through an Interactive Approach to Curriculum Development. Procedia-Social and Behavioral Sciences, 98, 2025-2034.
