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Manajemen Manajemen Pembelajaran IPS Berbasis Kearifan lokal di MTs NU Hasyim Asy’ari 03 Honggosoco Jekulo Kudus

Introduction

Manajemen manajemen pembelajaran ips berbasis kearifan lokal di mts nu hasyim asy’ari 03 honggosoco jekulo kudus . Manajemen pembelajaran IPS berbasis kearifan lokal di MTs NU Hasyim Asy’ari 03 Kudus. Bahas perencanaan, pelaksanaan, & evaluasi untuk tingkatkan berpikir kritis & karakter siswa.

Abstract

Abstrak Keberadaan kearifan lokal sebagai bagian dari identitas budaya masyarakat memiliki urgensi penting untuk dilestarikan melalui proses pendidikan, terutama dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) yang berkaitan langsung dengan kehidupan sosial, nilai, dan tradisi masyarakat. Di tengah arus modernisasi, integrasi nilai-nilai lokal dalam pembelajaran menjadi strategi yang relevan untuk memperkuat karakter peserta didik agar tetap berakar pada budaya daerah. Berdasarkan urgensi tersebut, penelitian ini bertujuan untuk mendeskripsikan manajemen pembelajaran IPS berbasis kearifan lokal di MTs NU Hasyim Asy’ari 03 Honggosoco Jekulo Kudus yang mencakup tahap perencanaan, pelaksanaan, dan evaluasi Penelitian ini menggunakan pendekatan kualitatif jenis penelitian lapangan (field study research) dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian meliputi guru IPS, kepala madrasah, dan peserta didik. Hasil penelitian menunjukkan bahwa (1) Perencanaan pembelajaran dilakukan secara sistematis dengan menyesuaikan karakteristik siswa dan lingkungan sosial-budaya setempat, di mana nilai-nilai lokal seperti tahlilan, ziarah wali, rebo wekasan, dan santunan anak yatim diintegrasikan dalam RPP dan materi ajar; (2) Pelaksanaan pembelajaran menerapkan metode ceramah interaktif, diskusi, Contextual Teaching and Learning (CTL), dan Project Based Learning (PBL) yang menumbuhkan partisipasi aktif siswa dan sikap sosial-religius; (3) Evaluasi pembelajaran dilakukan melalui tes tertulis, pengamatan sikap, dan proyek berbasis kearifan lokal untuk menilai aspek kognitif, afektif, dan psikomotorik. Pembelajaran berbasis kearifan lokal terbukti meningkatkan kemampuan berpikir kritis, empati sosial, serta karakter religius siswa. Kata Kunci: Manajemen Pembelajaran; Kearifan Lokal; Ilmu Pengetahuan Sosial (IPS); Contextual Teaching and Learning (CTL); Project Based Learning (PBL) Abstract The preservation of local wisdom as a fundamental element of cultural identity has become increasingly urgent to integrate into the educational process, particularly in Social Studies (IPS), which is closely related to social life, values, and community traditions. Amid rapid modernization, embedding local cultural values into learning serves as a strategic effort to strengthen students’ character while maintaining their cultural roots. Based on this urgency, this study aims to describe the management of Social Studies learning based on local wisdom at MTs NU Hasyim Asy’ari 03 Honggosoco Jekulo Kudus, covering the stages of planning, implementation, and evaluation. This research employed a qualitative field study research approach with data collected through observation, interviews, and documentation. The research subjects consisted of social studies teachers, the principal, and students. The results showed that (1) Learning planning was carried out systematically by adapting to students’ characteristics and the socio-cultural environment, where local traditions such as tahlilan, pilgrimage to wali graves, Rebo Wekasan, and charity for orphans were integrated into lesson plans and teaching materials; (2) Learning implementation applied interactive lectures, discussions, Contextual Teaching and Learning (CTL), and Project Based Learning (PBL) methods to enhance student participation and foster social-religious attitudes; (3) Learning evaluation used written tests, attitude observations, and local wisdom-based projects to assess cognitive, affective, and psychomotor aspects. The integration of local wisdom in IPS learning effectively improved students’ critical thinking, social empathy, and religious character Keyword: Learning Management; Local Wisdom; Social Studies (IPS); Contextual Teaching and Learning (CTL); Project Based Learning (PBL)

Review

The study, titled "Manajemen Manajemen Pembelajaran IPS Berbasis Kearifan lokal di MTs NU Hasyim Asy’ari 03 Honggosoco Jekulo Kudus," addresses a highly relevant and pressing issue: the integration of local wisdom into Social Studies (IPS) education amidst the challenges of modernization. The abstract clearly articulates the urgency of preserving cultural identity and strengthening student character by embedding traditional values within the curriculum. By aiming to describe the management of this process across planning, implementation, and evaluation stages, the research provides a practical lens through which to understand how cultural heritage can be actively sustained and leveraged within a specific educational context. The methodology employed, a qualitative field study utilizing observation, interviews, and documentation with teachers, the principal, and students, appears well-suited to the study's descriptive objectives. The findings are systematically presented, detailing how local traditions—such as tahlilan, ziarah wali, Rebo Wekasan, and charity for orphans—are thoughtfully integrated into lesson plans and teaching materials. Furthermore, the abstract highlights the use of diverse pedagogical approaches like Contextual Teaching and Learning (CTL) and Project Based Learning (PBL) during implementation, designed to foster active student participation and socio-religious attitudes. The evaluation process is also comprehensive, assessing cognitive, affective, and psychomotor aspects through a combination of traditional and local wisdom-based methods. This research offers a valuable case study for understanding the practical application of local wisdom in IPS education. Its strength lies in providing concrete examples of integration at each management stage, from curriculum design to assessment, within a specific madrasah setting. While the abstract strongly asserts that this approach enhances critical thinking, social empathy, and religious character, the full paper would benefit from a more detailed explanation of how these outcomes were measured and validated. Future research could extend these findings by exploring the transferability of this model to other educational settings, investigating the long-term impact on student identity, or analyzing the institutional support mechanisms crucial for sustaining such culturally integrated learning initiatives.

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