Pengembangan Nilai-Nilai Etnopedagogik pada Masyarakat Adat Baduy dan Implikasinya bagi Inovasi Pembelajaran Berbasis Karakter Siswa di SD Laboratorium Percontohan UPI Kampus Serang
Abstract
ABSTRAK
Masyarakat adat Baduy di Provinsi Banten memiliki sistem nilai yang kuat dalam menjaga harmoni manusia, alam, dan komunitas. Nilai kesederhanaan, kejujuran, tanggung jawab, gotong royong, ketaatan pada pikukuh, dan kepedulian ekologis merupakan modal kultural yang relevan untuk memperkuat pendidikan karakter di sekolah dasar. Artikel ini menggunakan pendekatan penelitian dan pengembangan (Research and Development/R&D) untuk merumuskan integrasi nilai-nilai etnopedagogik Baduy ke dalam inovasi pembelajaran berbasis karakter di SD Laboratorium Percontohan UPI Kampus Serang. Penguatan teori dalam artikel ini memadukan etnopedagogi, culturally relevant and sustaining pedagogy, funds of knowledge, pembelajaran kontekstual, place-based education, ekopedagogi, teori sosiokultural, teori belajar sosial, pendidikan karakter, dan social-emotional learning. Dukungan empiris dari systematic review dan meta-analisis terbaru menunjukkan bahwa pembelajaran berbasis kearifan lokal, pendidikan karakter, pendidikan lingkungan, social-emotional learning, serta project-based/problem-based learning berkontribusi positif terhadap hasil belajar, motivasi, keterampilan sosial-emosional, dan perilaku prolingkungan. Hasil telaah menunjukkan bahwa nilai-nilai Baduy dapat diintegrasikan melalui proyek kontekstual, pembelajaran kolaboratif, narasi budaya, refleksi karakter, dan asesmen autentik. Pendekatan ini berpotensi memperkuat karakter siswa sekaligus mengembangkan identitas kultural, literasi ekologis, dan pembelajaran yang inklusif serta bermakna.
Kata Kunci: Etnopedagogi, Baduy, pendidikan karakter, kearifan lokal, inovasi pembelajaran.
ABSTRACT
The Baduy indigenous community in Banten Province possesses a strong value system for maintaining harmony among humans, nature, and community. Values of simplicity, honesty, responsibility, mutual cooperation, adherence to pikukuh, and ecological care are cultural capitals relevant to strengthening character education in elementary schools. This article employs a Research and Development (R&D) approach to formulate the integration of Baduy ethnopedagogical values into character-based learning innovation at SD Laboratorium Percontohan UPI Serang Campus. The theoretical framework integrates ethnopedagogy, culturally relevant and sustaining pedagogy, funds of knowledge, contextual learning, place-based education, ecopedagogy, sociocultural theory, social learning theory, character education, and social-emotional learning. Empirical support from recent systematic reviews and meta-analyses indicates that learning based on local wisdom, character education, environmental education, social-emotional learning, and project-based/problem-based learning positively contributes to learning outcomes, motivation, social-emotional skills, and pro-environmental behavior. The findings suggest that Baduy values can be integrated through contextual projects, collaborative learning, cultural narratives, character reflection, and authentic assessment. This approach has the potential to strengthen student character while developing cultural identity, ecological literacy, and inclusive and meaningful learning.
Keywords: Ethnopedagogy, Baduy, character education, local wisdom, learning innovation.
Keywords
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DOI: https://doi.org/10.17509/jpp.v26i1.101564
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