Fitriya Ningsih, Fiena Saadatul Ummah, Putri Rachmadyanti, Neni Mariana

Analysis of The Need for Teaching Modules Based on Local Wisdom in Sidoarjo

Introduction

Analysis of the need for teaching modules based on local wisdom in sidoarjo. Discover the need for teaching modules leveraging Sidoarjo's local wisdom. This study identifies cultural pillars, analyzes teacher/student needs, and outlines effective, thematic-integrative designs.

Abstract

Sidoarjo Regency has diverse local wisdom. However, the educational potential has not been utilized optimally. This research aims to (1) identify and map the types of local wisdom of Sidoarjo that have the potential to be integrated into learning; (2) Analyzing the perception and needs of teachers and students for teaching modules based on local wisdom; and (3) Formulate an outline of the characteristics of effective teaching modules. The method uses qualitative research of the type of case study at SD Negeri Waru 1 Sidoarjo. Observation, interview, and documentation data collection techniques. Data is analyzed through data reduction, data presentation, and conclusion drawn. The results of the study revealed that: (1) There are five pillars of local wisdom in Sidoarjo that have great potential as a source of learning, namely customs, culinary, dance, historical sites, and batik; (2) Teachers experience difficulties in integrating local wisdom due to the limited systematic and applicative teaching modules, while students crave contextual learning that can foster cultural pride; and (3) Teaching modules with thematic-integrative characteristics are needed, using a project-based learning approach, and equipped with LKPD and interesting audiovisual materials.

Review

The paper "Analysis of The Need for Teaching Modules Based on Local Wisdom in Sidoarjo" addresses a highly relevant and timely topic concerning the integration of indigenous knowledge into formal education. It highlights a critical gap where Sidoarjo Regency's rich local wisdom remains underutilized in educational settings despite its potential. The study explicitly aims to identify and map this local wisdom, analyze stakeholder perceptions regarding its integration, and outline the characteristics of effective teaching modules. This focus on bridging cultural heritage with pedagogical practice is commendable and holds significant implications for culturally responsive education. Employing a qualitative case study approach at SD Negeri Waru 1 Sidoarjo, the research utilizes observation, interviews, and documentation for data collection, followed by systematic analysis involving reduction, presentation, and conclusion drawing. The methodology appears sound for exploring the depth of the issue. The findings are particularly insightful: identifying five key pillars of Sidoarjo's local wisdom (customs, culinary, dance, historical sites, and batik) as valuable learning resources. Crucially, the study reveals that teachers face challenges due to a lack of systematic modules, while students desire contextual learning. These observations lead to a clear articulation of desired module characteristics: thematic-integrative, project-based, and enriched with LKPD and audiovisual materials. The findings of this study offer practical and immediate implications for curriculum development and teacher training in Sidoarjo and potentially other regions with similar cultural contexts. By clearly outlining the types of local wisdom suitable for integration and specifying the design principles for effective teaching modules, the research provides a concrete roadmap for educators and policymakers. The emphasis on project-based and contextual learning is particularly valuable for fostering cultural pride and engagement among students. Future research could expand this analysis to a broader range of schools or educational levels, or even involve the development and pilot testing of the proposed modules to evaluate their effectiveness in practice. This work lays a strong foundation for optimizing local cultural assets within educational frameworks.

Full Text

Comments

You need to be logged in to post a comment.