TRADISI BABARIT DI KACAMATAN BANJARSARI KABUPATÉN CIAMIS PIKEUN MODÉL AJAR KAARIPAN LOKAL DI SMA : kajian sémiotik jeung étnopédagogi

Anggraeni, Reni (2017) TRADISI BABARIT DI KACAMATAN BANJARSARI KABUPATÉN CIAMIS PIKEUN MODÉL AJAR KAARIPAN LOKAL DI SMA : kajian sémiotik jeung étnopédagogi. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Tujuan ieu panalungtikan nya éta ngadéskripsikeun unsur sémiotik, ajén étnopédagogi, jeung larapna hasil panalungtikan dina model ajar kaaripan lokal di SMA. Métode nu digunakeun dina ieu panalungtikan nya éta étnografi-déskripftif, kalawan téhnik observasi partisipan, wawancara, jeung dokuméntasi. Instrumén dina ieu panalungtikan nya éta padoman obsérvasi, padoman wawancara, handphone, kamera digital, jeung kartu data. Hasil panalungtikan tradisi babarit nya éta nu ditataan ieu. Kahiji, unsur sémiotika Roland Barthes nu ngawengku tanda, hubungan simbolik-paradigmatik-sintagmatik, basa-wicara jeung budaya, jeung signifikasi kasampak dina unsur-unsur asal-muasal, palaku, pakakas, kadaharan, jeung prak-prakan tradisi Babarit. Kadua, ajén atikan karakter nu nyangkaruk dina unsur-unsur tradisi Babarit aya 15 nya éta ajén réligius, ajén jujur, ajén toléransi, ajén disiplin, ajén leukeun gawé, ajén kréatif, ajén mandiri, ajén démokratis, ajén kahayang nyaho, ajén semangat kebangsaan, ajén cinta tanah air, ajén bersahabat/komunikatif, ajén maliré ka lingkungan sabudeureun, ajén maliré ka lingkungan sosial, jeung ajén tanggung jawab. Katilu, hasil ulikan sémiotik jeung étnopédagogi dina tradisi Babarit dijadikeun salah sahiji alternatif modél ajar kaaripan lokal dina matéri bahasan budaya Sunda di SMA. Salian ti éta, ajén-ajén nu nyangkaruk dina ieu tradisi bisa dijadikeun padoman dina hirup kumbuh sapopoé.;---Tujuan penelitian ini mendeskripsikan unsur semiotik, nilai etnopedagogik, dan penerapan hasil penelitian tradisi Babarit pada model ajar kearifan lokal di SMA. Metode yang digunakan dalam penelitian ini adalah etnografi-deskriptif, dengan teknik observasi partisipan, wawancara, dan dokumentasi. Instrumen penelitian ini adalah pedoman observasi, pedoman wawancara, handphone, kamera digital, dan kartu data. Hasil dari penelitian ini adalah sebagai berikut. Pertama, unsur semiotika Roland Barthes meliputi tanda, hubungan simbolik-paradigmatik-sintagmatik, bahasa-wicara dan budaya, dan signifikasi terdapat pada unsur-unsur asal-mula, pelaku, barang-barang, makanan, dan proses pelaksanaan tradisi Babarit. Kedua, nilai pendidikan karakter yang terdapat pada unsur-unsur tradisi Babarit ada 15 yaitu nilai religius, nilai jujur, nilai toleransi, nilai disiplin, nilai kerja keras, nilai kreatif, nilai mandiri, nilai demokratis, nilai rasa ingin tahu, nilai semangat kebangsaan, nilai cinta tanah air, nilai bersahabat/komunikatif, nilai peduli lingkungan, nilai peduli sosial, dan nilai tanggung jawab. Ketiga, hasil kajian semiotik dan etnopedagogik dalam tradisi Babarit dijadikan salah satu alternatif model bahan ajar kearifan lokal pada materi bahasan budaya Sunda di SMA. Selain itu, nilai-nilai yang terdapat dalam tradisi ini bisa dijadikan sebagai pedoman dalam kehidupan beragama dan bermasyarakat. ;---The purpose of this research is to describe the semiotic elements, the ethnopedagogic values, and the research results of the babarit tradition in learning model in Senior High School. The method used in this research is ethnography-descriptive, by taking participan observation, interview, and documentation. The research instrument is supported by several tools, those are, interview guidelines, observation guidelines, a mobile phone, a digital camera, and data card. Furthermore, the results of this research are as follows. First, Roland Barthes's semiotics include symbols, symbolic-paradigmatic-syntagmatic relations, speech-language and culture, and the significance of the elements of origin, actors, goods, foods, and the process of Babarit tradition. Second, the value of character education contained in Babarit tradition elements are 15, these are religion value, honesty value, tolerance value, discipline value, hard working value, creativity value, independence value, democratic value, curiosity value, nationality spirit value, homeland love value, friendship/communicative value, environmental care value, social care value, and responsibility value. Third, the results of semiotic and ethnopedagogic studies in the Babarit tradition serve as an alternative model of teaching material of local wisdom on Sundanese cultural subjects in Senior High School. In addition, the values that contain in this tradition can be used as guidance in religious life and society.

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil : T BBS ANG t-2017; Pembimbing : I. Ketty Linendes, II. Usep Kuswari; NIM : 1502919.
Uncontrolled Keywords: Sémiotik jeung étnopédagogi, tradisi babarit, modél ajar, semiotik dan etnopedagogik, tradisi babarit, model ajar, semiotic and ethnopedagogic, babarit tradition, learning model.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Sekolah Pasca Sarjana > Bahasa dan Budaya Sunda S-2
Depositing User: Isma Anggini Saktiani
Date Deposited: 17 Jan 2019 08:17
Last Modified: 17 Jan 2019 08:17
URI: http://repository.upi.edu/id/eprint/33443

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