MODEL KURIKULUM KEARIFAN LOKAL DALAM PENDIDIKAN GURU : Studi Desain dan Implementasi Kurikulum Budaya dan Literatur Gayo Jurusan Tarbiyah Sekolah Tinggi Agama Islam Gajah Putih Takengon

Al Musanna, (2014) MODEL KURIKULUM KEARIFAN LOKAL DALAM PENDIDIKAN GURU : Studi Desain dan Implementasi Kurikulum Budaya dan Literatur Gayo Jurusan Tarbiyah Sekolah Tinggi Agama Islam Gajah Putih Takengon. eprint_fieldopt_thesis_type_phd thesis, UNIVERSITAS PENDIDIKAN INDONESIA .

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Official URL: http://repository.upi.edu

Abstract

Indonesia adalah negara dengan khazanah kearifan lokal yang sangat beragam (terdiri atas 726 suku bangsa dan memiliki 577 bahasa daerah). Idealnya kearifan lokal diberdayakan dalam pengembangan pendidikan, namun kebhinekaan budaya lokal belum mendapat perhatian memadai dalam pengembangan praksis pendidikan di tanah air (Alwasilah, 2012; Tilaar, 2012; Gopinathan, 2006). Di tengah minimnya perhatian lembaga pendidikan guru terhadap kearifan lokal, Sekolah Tinggi Agama Islam Gajah Putih Takengon telah mengembangkan kurikulum kearifan lokal. Masalah utama penelitian ini adalah bagaimana model pengembangan kurikulum kearifan lokal pada Jurusan Tarbiyah Sekolah Tinggi Agama Islam Gajah Putih Takengon? Penelitian ini dilakukan untuk mendeskripsikan dan menganalisa desain, implementasi, serta tantangan dan peluang pengembangan kurikulum kearifan lokal masyarakat Gayo pada Jurusan Tarbiyah Sekolah Tinggi Agama Islam Gajah Putih Takengon. Penelitian ini menggunakan pendekatan kualitatif dan metode penelitian studi kasus. Temuan penelitian menunjukkan: (1) desain kurikulum kearifan lokal masyarakat Gayo telah mendapat perhatian dan dikembangkan namun belum terdokumentasi secara sistematis; (2) Implementasi kurikulum dilakukan melalui pengembangan fondasi keingintahuan, kontekstualisasi, pembelajaran berbasis pengalaman, pembelajaran reflektif, keteladanan, dan institusionalisasi kearifan lokal; (3) Pengembangan kurikulum kearifan lokal masyarakat Gayo dihadapkan pada tantangan keterbatasan bahan ajar, terjadinya kesenjangan pemahaman dan aplikasi kearifan lokal, minimnya perhatian pemerintah terhadap revitalisasi kearifan lokal dan dampak globalisasi yang menyebabkan terjadinya diskontinuitas kesadaran masyarakat terhadap kearifan lokalnya. Meskipun demikian, pengembangan kurikulum kearifan lokal memberi harapan dengan adanya reorientasi pendidikan yang lebih desentralistik, menguatnya aspirasi untuk kebangkitan hak-hak-hak masyarakat lokal dan pemanfaatan teknologi dalam sosialisasi terhadap signifikansi kearifan lokal, serta dukungan sivitas akademika dalam institusionalisi kearifan lokal masyarakat Gayo. Dari hasil penelitian dan pembahasan disimpulkan bahwa kurikulum kearifan lokal dalam pendidikan guru diperlukan untuk mengembangkan kompetensi budaya guru sehingga mampu mentransmisikan dan mentransformasikan kearifan lokal. Peneliti merekomendasikan kepada pimpinan Sekolah Tinggi Agama Islam Gajah Putih untuk memberi dukungan kepada dosen untuk meningkatkan kompetensi dalam mendesain dan mengimplementasikan kurikulum. Penelitian lanjutan untuk pengembangan model kurikulum kearifan lokal pada berbagai jenis dan jenjang pendidikan sangat diperlukan. Abstract Indonesia is a country with a wealth of local wisdom (comprising 726 ethnic groups and has 577 local languages). Ideally local wisdom used as a based in the developing national education, but the reality is that diversity has not got a proper place in the praxis of education in Indonesia (Alwasilah, 2012; Tilaar, 2012; Gopinathan, 2006). Amid the lack of attention to local wisdom in educational institution, Gajah Putih Takengon Higher Institute for Islamic Studies has developing teacher education curriculum on Gayonese local wisdom. The main problem of this research is how the local wisdom curriculum at Tarbiyah Departmen of Gajah Putih Takengon Higher Institute for Islamic Studies? This research was conducted to describe and analyze the design, implementation, as well as challenges and opportunities for curriculum development on Gayonese local wisdom. This study used a qualitative approach and case study method. The study found: (1) curriculum design based on Gayonese local wisdom at Tarbiyah Departmen of Gajah Putih Takengon Higher Institute for Islamic Studies has been developed, but has not been systematically written that shows the synergy between its components; (2) implementation of curriculum based on local wisdom do through contextualization, experience-based learning, reflective learning, modeling, and developing academic atmosphere that supports internalization and institutionalization of local wisdom; (3) curriculum development challenge lies in the limitations of materials, homogenization of culture, the gap of understanding and application of local wisdom in community, the lack of government attention the preservation and development of Gayonese local wisdom. Local wisdom curriculum opportunities are: the reorientation of education, the emergence of glocalization, use of communication and information technology to widespread of awareness about local wisdom, and support from accademic community at Gajah Putih Takengon Higher Institute for Islamic Studies. Researchers recommend to the head of Gajah Putih Takengon Higher Institute for Islamic Studies to provide more systematic and ongoing support to teacher educator to develop their competence, especially in terms of designing and implementing curriculum. In addition, further research needs to be done to develop models of local wisdom based curriculum on various types and levels of education (design, implementation and evaluation of the curriculum).

Item Type: Thesis (eprint_fieldopt_thesis_type_phd)
Subjects: Universitas Pendidikan Indonesia > Sekolah Pasca Sarjana > Pengembangan Kurikulum S-3
Divisions: Sekolah Pasca Sarjana > Pengembangan Kurikulum S-3
Depositing User: Riki N Library ICT
Date Deposited: 24 Feb 2014 03:08
Last Modified: 24 Feb 2014 03:08
URI: http://repository.upi.edu/id/eprint/6650

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