Wulanda1*, Rani Ardesi Pratiwi2, Maulidawati3,
Al Furqan4, Juni Ahyar5, Mutika Zahrah6, Winda Fajriah7
Universitas Malikussaleh, Indonesia1
Universitas Malikussaleh, Indonesia2
Universitas Malikussaleh, Indonesia3
Universitas Abulyatama, Indonesia4
Universitas Malikussaleh, Indonesia5
Universitas Malikussaleh, Indonesia6
Universitas Malikussaleh, Indonesia7
E-mail:
[email protected], [email protected], [email protected],
[email protected], [email protected], [email protected], �
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Penelitian ini bertujuan untuk menganalisis implementasi model
pembelajaran berbasis proyek yang terintegrasi dengan kearifan lokal dalam
pembelajaran bahasa di SD Negeri 10 Muara Batu. Penelitian ini dilakukan
dengan menggunakan pendekatan kualitatif deskriptif. Subjek penelitian
meliputi 23 siswa kelas V dan satu guru bahasa. Data dikumpulkan melalui
observasi, wawancara semiterstruktur, kuesioner, dan dokumentasi. Data yang
diperoleh akan dianalisis melalui tahapan pengumpulan data, kategorisasi, analisis
tematik, interpretasi, dan penyajian hasil. Hasil penelitian menunjukkan
bahwa integrasi PjBL dengan kearifan lokal secara signifikan meningkatkan
pemahaman siswa tentang budaya lokal dan mendorong keterlibatan aktif mereka
dalam proses pembelajaran. Tahapan pembelajaran meliputi pengenalan konsep
kearifan lokal, pemahaman melalui diskusi, dan praktik langsung dalam proyek
budaya. Dukungan dari guru, sekolah, dan partisipasi orang tua berkontribusi
pada keberhasilan implementasi model pembelajaran ini. Pendekatan ini juga
mampu meningkatkan motivasi belajar dan rasa bangga siswa terhadap warisan
budaya lokal. Temuan menunjukkan bahwa model pembelajaran berbasis proyek
yang mengintegrasikan kearifan lokal efektif dalam memperkaya pengalaman
belajar dan membentuk karakter siswa yang kritis, kreatif, dan memiliki
keterampilan sosial yang baik. Kata kunci: Model PjBL; Kearifan Lokal;
Belajar |
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Abstract This study aims to analyze the implementation
of a project-based learning model integrated with local wisdom in language
learning at SD Negeri 10 Muara Batu. This research was conducted using
descriptive qualitative approach. The research subjects included 23 grade V
students and one language teacher. Data were collected through observation,
semi-structured interviews, questionnaires, and documentation. The data
obtained will be analyzed through the stages of data collection,
categorization, thematic analysis, interpretation, and presentation of
results. The results showed that the integration of PjBL
with local wisdom significantly improved students' understanding of local
culture and encouraged their active involvement in the learning process. The
learning stages include the introduction of local wisdom concepts,
understanding through discussion, and direct practice in cultural projects.
Support from teachers, schools and parents' participation contributed to the
successful implementation of this learning model. This approach is also able
to increase students' learning motivation and sense of pride in local
cultural heritage. The findings indicate that a project-based learning model
that integrates local wisdom is effective in enriching learning experiences
and shaping students' character who are critical, creative, and have good
social skills. Keywords: PjBL Model; Local Wisdom; Learning |
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*Correspondence
Author: Wulanda
Email: [email protected]
INTRODUCTION
The development of the world of
education continues to change in line with the times and curriculum policies.
One of the important developments in the Indonesian education system is the
implementation of the Merdeka Curriculum, which provides more space for
students to develop according to their talents, interests, and potential. This
curriculum places learners at the center of the learning process, with the hope
of improving the quality of education and the relevance of learning for
students in the future,
One of the learning models that
supports the Merdeka Curriculum is Project-Based Learning (PjBL). This model
provides opportunities for students to learn through real projects that
encourage active involvement of students in the learning process,
One approach that can support the
success of PjBL is the integration of local wisdom into the learning process.
Local wisdom includes cultural values, customs and traditions that are passed
down from generation to generation in local communities. Integrating local
wisdom in learning not only helps students understand their cultural heritage,
but also enriches the learning process with materials close to students' living
environment,
SD Negeri 10 Muara Batu is one example
of a school that tries to implement this model. This research examines the
implementation of project-based learning model integrated with local wisdom at
SD Negeri 10 Muara Batu. This research is important because the application of
PjBL integrated with local wisdom in elementary schools is still relatively new
and has not been widely implemented, especially in language subjects. Local
wisdom is an important part of cultural identity and community knowledge, which
should be passed on to the younger generation. Unfortunately, in the context of
school learning, the integration of local wisdom is often neglected, so
students do not get the opportunity to know and understand their culture
deeply. In addition, this research is also relevant to the efforts to implement
the Merdeka Curriculum, which emphasizes learner-centered learning. By
integrating local wisdom into the PjBL model, students not only gain academic
knowledge, but also social skills, such as cooperation, communication, and
critical thinking, which are indispensable in the modern era.
Research related to the topic of
Project-Based Learning (PjBL) learning model has been conducted by several
researchers before. Among them, research by (Liando et al. 2023) which examines the
implementation of the PjBL model in improving Indonesian language learning
outcomes at SD Negeri 32 Manado. The results showed that the application of the
PjBL model could improve student learning outcomes with completeness reaching 84.6%
in Cycle II, thus proving that PjBL is effectively used as a learning strategy
in elementary schools.
Another study was conducted by (Perayani and Rasna 2022) which focused on learning
listening skills using PjBL-based podcast media. This study shows that although
the implementation of learning is in accordance with the PjBL model scenario,
there are some aspects that need to be improved, such as the implementation of
essential questions and question evaluation. However, overall, the PjBL model
is effective in improving students' listening skills.
Meanwhile, (Fuadin and San Fauziya 2022) examined the implementation of
PjBL in the Indonesian General Obligation Course at the college level. This
study found that the PjBL model not only helped students achieve the expected
learning outcomes, but also developed their ability to work together, think
critically, and produce written works in the form of anthologies with an
average score of 86.2. Thus, PjBL is proven to support more productive and
collaborative Indonesian language learning.
Although previous studies have examined
many things about the implementation of PjBL, but those that focus on the
implementation of PjBL by integrating local wisdom are still limited.
RESEARCH
METHODS
This research used a qualitative
approach with a descriptive design to analyze the implementation of a
project-based learning model integrated with local wisdom in language learning
at SD Negeri 10 Muara Batu. The research subjects consisted of 23 fifth grade
students, consisting of 9 female students and 14 male students, as well as
language teachers who implemented the learning model. Data were collected
through several methods, namely direct observation of the learning process,
semi-structured interviews with teachers and students, and questionnaires to
measure students' understanding of local wisdom and the effectiveness of the
PjBL model applied. In addition, documentation in the form of student learning
products and lesson plans will also be collected. The data obtained will be
analyzed through the stages of data collection, categorization, thematic
analysis, interpretation, and presentation of results. To ensure data validity,
this research will use source triangulation by comparing data from observations,
interviews, and questionnaires. The results of the analysis will be presented
in the form of a narrative describing the key findings, complemented by quotes
from interviews and observation data to strengthen the argument.
RESULTS
AND DISCUSSION
Results
The application of a project-based
learning model combined with local wisdom for students of SD Negeri 10 Muara
Batu has shown significant results in improving students' understanding of
local customs and culture. This method not only helps students understand
cultural concepts in theory, but also encourages their activeness in the
learning process. The Project-Based Learning model allows students to learn
through real projects that are relevant to everyday life, so that learning
becomes more contextual and meaningful. In this process, students are invited
to not only receive information, but also apply it directly through structured
practical activities.
The learning process begins with the
introduction of basic concepts about local wisdom. Students are introduced to
local cultural values, traditions and customs. After that, they are given a
deeper understanding through discussions and field observations, which help
strengthen the knowledge they have gained. Finally, students are given the
opportunity to practice and apply this knowledge in real projects, for example
by creating cultural products or participating in traditional activities. With
these continuous stages, students not only understand theoretically, but also
have relevant practical skills, so their knowledge becomes more comprehensive
and integrated in their daily lives. Through this approach, not only does the
students' learning motivation increase, but it also fosters a sense of pride in
their local cultural heritage.
With structured stages ranging from
introduction, understanding, to hands-on practice, students gain in-depth
knowledge of local wisdom. These stages will be further explained below.
1.
Introduction Stage
In the early
stages of learning, educators play a key role in explaining how the PjBL model
is applied by integrating elements of local wisdom. This explanation is
delivered in an interesting and easy-to-understand way, making it easier for
learners to understand. Through an interactive approach, educators present
local wisdom materials. The use of media in the learning process is also very
important, because it helps organize information in a systematic and structured
manner, so that the basic concepts of local wisdom become clearer to students.
The media not
only serves as a visual aid, but also helps learners build a strong initial
understanding before proceeding to a more in-depth stage, such as understanding
more complex concepts and direct practice. In this process, learners will apply
their knowledge in real situations. The use of media also plays an important
role in increasing learners' active involvement, encouraging them to discuss,
ask questions and interact more. Thus, the learning atmosphere created becomes
more dynamic, collaborative, and focuses on the active participation of each
learner.
2.
Comprehension Phase
The
comprehension stage is a very important phase in the learning process. Learners
begin to internalize the knowledge they have acquired. In this stage, they
engage in various exercises and discussions designed to help them explain
concepts clearly, think critically, and describe culture and local wisdom in
more depth and detail.
This activity
has multiple benefits. First, it strengthens their understanding of the
material being taught. Second, it develops communication and critical analysis
skills. By actively participating in discussions, learners can not only share
ideas and views, but also broaden their horizons through the perspectives of
classmates. In addition, repeated practice plays an important role in helping
them remember and understand the information they have learned. This process
ensures that the knowledge they acquire is well embedded in their minds, making
it ready to be applied in the upcoming practice phase. In this way, learners
not only master the information, but also develop the ability to apply it in
real situations.
3.
Practice Stage
In the final
stage, learners are given the opportunity to apply the knowledge they have
gained through hands-on practice and presentations. In this practical session,
they illustrate various aspects of Acehnese local wisdom, including traditional
houses, traditional clothing, traditional hats and musical instruments. This
hands-on experience allowed them to experience and understand more deeply how
local culture and wisdom are implemented in the daily lives of Acehnese people.
In addition, these practical activities help learners to internalize the values
contained in culture, customs, and to appreciate the cultural heritage around
them. The interaction and cooperation among learners during this activity is
also very important, as they learn to work in teams, face challenges
collectively, and provide support to each other.
Next, at the
presentation stage, learners share their work related to the culture and local
wisdom they have drawn. They were divided into four groups, each responsible
for presenting a different theme, namely Aceh traditional houses, Aceh
traditional clothes, Aceh traditional hats, and Aceh traditional musical
instruments. The purpose of this activity was to develop critical thinking
skills, increase independence, and foster an active and participatory attitude
among students. Drawing and presenting activities carried out in the context of
learning in elementary schools can increase students' active learning time. In
this process, it is seen that character values such as honesty, cooperation,
and mutual respect can be instilled, and learners' creativity can increase
thanks to the critical thinking process in solving various problems they face, (Prastowo 2018).
However, it is
important not to stop at these activities alone; the surrounding environment
should also be a concern. The creation of a supportive environment greatly
influences the success of the learning process. When choosing activities that
match children's experiences in introducing local cultures with traditional
values, educators should be aware of the challenges. Today's young generation
is more likely to like things that are instant and easy. Therefore, educators
need to design conditions that are interesting and relevant, so that students
want to recognize and appreciate the local wisdom around them.
The presentations made by the students
provided a platform for them to convey their understanding in an oral and
visual way. During this session, students not only expressed their knowledge,
but also strengthened their critical thinking skills by answering questions and
providing in-depth explanations about local culture and wisdom. This activity
also fosters a sense of independence, as students are required to prepare
materials that will be presented in front of the class, which will be witnessed
by other group peers. In the context of this presentation, only one individual
from each group came forward to convey information to the class. In addition,
this presentation activity trains an active and participatory attitude, where
students must have the courage to appear in front of the class, communicate
effectively, and explain the concepts they have with confidence. This overall
process contributes to the formation of independent, critical and active
characters, and strengthens their ability to convey ideas and information in an
effective way.
On the other hand, the application of
regional cultural preservation has many positive values that can be developed
in students. These values are also closely related to the six main dimensions
in implementing the Pancasila learner profile, namely: faith and devotion to
God Almighty, understanding of global diversity, spirit of cooperation,
creativity, independence, and ability to reason critically, (Santoso et al. 2023). In
the context of learning based on local wisdom, this approach can be a new means
of delivering learning materials while accelerating the process of student
character building, (Sulianti, Safitri, and Gunawan 2019).
Based on the results of observations
and interviews conducted, it was revealed that many students did not have
knowledge about their own culture. This situation shows that the education
system that prioritizes cognitive abilities can neglect other important
aspects, such as understanding of local culture and wisdom. Therefore,
project-based learning that emphasizes local wisdom is proposed as a solution
to help learners better recognize and understand their culture.
Local wisdom, which is the result of a
long process of maintaining traditions, is implicit in various aspects of
people's lives, (Widyanti 2015). For
example, when asked about various elements of traditional culture such as
traditional houses, regional dances, traditional musical instruments, and
traditional clothing, many learners cannot answer. To explore values related to
local wisdom, I used an instrument that I developed based on the theory from (Wiediharto, Ruja, and Purnomo 2020). The values include religious
values, mutual cooperation, morals, and tolerance.
By actively involving learners in
project activities, they not only learn about local culture, but also develop
essential social skills, such as cooperation, communication, and presentation
skills. The development of these skills is crucial to forming learners who are
not only academically smart, but also have a good understanding of local
culture and values.
From a religious value perspective,
although there are some challenges in its implementation, project-based
learning also opens up opportunities to integrate religious values in learners'
daily activities. This contributes to the character building of learners who
are religious and have a deep understanding of spiritual values that are very
important in daily life, (Rahmatih, Maulyda, and Syazali 2020).
The percentage of students'
understanding of traditional culture and local wisdom only reached 50%,
indicating that their knowledge of local wisdom was minimal before this project
was implemented. Local wisdom-based learning is considered very important to
increase students' awareness of the culture around them. Different learning
approaches through project models can create a more fun and interesting
learning atmosphere, (Nurhidayati et al. 2024). Therefore,
teachers are advised to apply this project-based learning model, as this can be
more effective in overcoming the problems faced by students in the learning
process, (Syawaluddin and Amran 2024).
During the implementation of the
project, students showed a very high level of enthusiasm. They seemed eager to
learn about local wisdom and were actively involved in every activity held.
This shows that this project-based learning method is successful in increasing
students' interest and involvement in the teaching and learning process. The
local wisdom taught contains various positive values that are upheld by the
local community, as well as a prohibition for them to damage the wisdom. This
local wisdom can be manifested in various aspects of culture, such as
traditions, customs, arts, and belief systems adopted by the community.
Overall, the implementation of
project-based learning model integrating local wisdom at SD Negeri 10 Muara
Batu went well and succeeded in improving students' understanding of their
culture. In addition, there are several factors that support the implementation
of this learning model. The following will explain these supporting factors.
1.
Teacher commitment
Teachers' commitment is one of the key factors supporting
the implementation of project-based learning model that integrates local wisdom
at SD Negeri 10 Muara Batu. In this school, teachers show a very high level of
commitment in implementing project-based learning. They are not only involved
in teaching, but also actively participate in every stage of the process, from
planning, implementation, to evaluation of learning outcomes. This reflects
their dedication in creating an effective learning environment for students.
2.
Learner Enthusiasm
Students' enthusiasm also serves as one of the most
important supporting factors. The learners show high enthusiasm in following
all activities related to the project. They were very interested in learning
about local wisdom, and their involvement in each activity was very visible.
This high level of participation shows that the project-based learning approach
not only attracts students' interest, but is also effective in increasing their
involvement during the learning process, thus creating a dynamic and interactive
learning atmosphere.
3.
School Support
The support provided by the school also plays a crucial role
in the successful implementation of project learning that emphasizes local
wisdom. The school is committed to providing comprehensive support for the
project by providing the necessary resources, such as teaching materials,
teaching aids and other facilities. With this support, project activities can
run more smoothly and effectively, thus providing a better learning experience
for students.
4.
Parent Participation
Parents'
involvement in project activities also contributes significantly. They play an
active role by providing information and resources related to local wisdom in
their neighborhood. This support is invaluable, as it helps students to
understand and appreciate the local wisdom around them in a more in-depth and
contextualized way. Through parents' participation, students can gain a broader
perspective on the cultural values and traditions that exist in their
community.
Discussion
The development of the learning process
is strengthened through the application of the Project-Based Learning (PjBL)
model. This model prioritizes the concept of comprehensive and integrated
learning, which is based on project activities, so that it can increase
students' enthusiasm and motivation in participating in the learning process.
Research conducted by (Sari, Satrijono, and Sihono 2015) showed similar results. In the
context of Curriculum 2013 (K-13), thematic integration is maintained in the
independent curriculum. This is because the essence of the learning process is
to focus on students, who are expected to optimize their potential. There is a
difference in the concept of orientation of children's learning outcomes;
currently, children are invited not only to see the final achievement, but also
to understand and appreciate the process that is passed. Therefore, the
understanding of academic achievement needs to be changed in the perspective of
an educator to be more holistic.
Education, as a conscious effort, needs
to consider the diversity of individuals in society. In this case, education
should be a tool specifically designed to direct cultural processes, and aims
to transfer cultural values, (Karacabey, Ozdere, and Bozkus 2019). Learning
that integrates local wisdom values is proven to be more effective than
conventional learning methods. This is especially evident when children are
directly involved in the whole process of activities, from understanding basic
knowledge to developing skills and attitudes. Hands-on practice starts with
planning as outlined in the project module, which is organized in a way that is
easy for children to understand, so that educators can follow the stages of
development in accordance with the characteristics of children.
Creating conditions or an environment
that supports and facilitates the learning process, according to Sardiman's
view (Rahmawati et al. 2021), greatly influences the success
of an activity. When choosing activities that are relevant to children, such as
introducing culture through traditional food, there will be challenges for
today's younger generation. The younger generation is more likely to favor
modern fast food that tastes good, although it often contains ingredients that
are harmful to health. Therefore, through the introduction of local wisdom,
such as Acehnese specialties that are unique and not found in other regions, it
is hoped that children can love and understand the process of making them from
an early age. Thus, it is expected to foster a sense of love and appreciation
for the cultural uniqueness of their own region.
CONCLUSION
Various stages of research have been
conducted, including pre-research that includes location surveys and evaluation
of learning devices used by teachers. This research was conducted at SD Negeri
10 Muara Batu, focusing on fifth grade students as the research subjects.
Meanwhile, the object of research is the implementation of a project-based
learning model that focuses on local wisdom. Based on the results of the study,
it can be concluded that the implementation of project learning that emphasizes
local wisdom helps students who previously did not understand local culture and
wisdom become more familiar with it. In addition, this approach aims to develop
student independence and creativity. An example of the implementation of
project-based learning applied at SD Negeri 10 Muara Batu shows the importance
of the younger generation to care about preserving local culture and wisdom.
Currently, interest from foreign countries to learn about Indonesian culture
and local wisdom is increasing, while many younger generations are less
concerned about their own culture. Therefore, an understanding of cultural
values and local wisdom is very important to be instilled in
students so that they can appreciate and preserve them.
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