ANALISIS INTEGRASI KEARIFAN LOKAL DAN LINGKUNGAN BELAJAR DI SMP NEGERI 8 PRAFI KABUPATEN MANOKWARI PAPUA BARAT

Simbolon, Sinta Evenia (2026) ANALISIS INTEGRASI KEARIFAN LOKAL DAN LINGKUNGAN BELAJAR DI SMP NEGERI 8 PRAFI KABUPATEN MANOKWARI PAPUA BARAT. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Integrasi kearifan lokal dalam pembelajaran memiliki urgensi dalam memperkuat keterkaitan pendidikan dengan identitas sosial budaya peserta didik, khususnya di Papua Barat. Namun, implementasinya masih sering dilakukan secara kontekstual dan belum sepenuhnya terstruktur, sehingga diperlukan kajian mengenai praktik integrasi kearifan lokal dan kondisi lingkungan belajar. Penelitian ini bertujuan untuk mendeskripsikan integrasi kearifan lokal dalam pembelajaran, kondisi lingkungan belajar, faktor pendukung dan penghambat, serta upaya guru dalam mengintegrasikan kearifan lokal ke dalam pembelajaran di SMP Negeri 8 Prafi Kabupaten Manokwari Papua Barat. Penelitian ini menggunakan pendekatan kualitatif naratif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Data dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa integrasi kearifan lokal telah diterapkan pada pembelajaran Bahasa Indonesia, PPKn, Seni Budaya, dan Prakarya melalui pemanfaatan budaya Papua seperti noken, tifa, cerita rakyat, dan nilai gotong royong. Integrasi dilakukan melalui pembelajaran kontekstual dengan strategi diskusi, storytelling, penggunaan media visual, dan pengaitan materi dengan pengalaman siswa, meskipun belum sepenuhnya terstruktur dalam perangkat pembelajaran. Lingkungan belajar secara umum mendukung integrasi kearifan lokal dari aspek fisik, sosial, dan sosiokultural, namun masih terdapat keterbatasan media, bahan ajar, fasilitas, dan pelatihan guru. Upaya guru dilakukan melalui pemahaman budaya lokal, pemanfaatan pengalaman siswa, komunikasi inklusif, dan keteladanan budaya. Dengan demikian, integrasi kearifan lokal telah berjalan, tetapi masih memerlukan penguatan sistematis dan optimalisasi pembelajaran berbasis budaya lokal. Kata Kunci: integrasi kearifan lokal, lingkungan belajar, budaya Papua, pembelajaran berbasis budaya./ The integration of local wisdom into learning has an important role in strengthening the connection between education and students' socio-cultural identities, particularly in West Papua. However, its implementation is often carried out contextually and has not been fully structured, making it necessary to examine the practices of local wisdom integration and the existing learning environment. This study aims to describe the integration of local wisdom in learning, the conditions of the learning environment, the supporting and inhibiting factors, and teachers’ efforts in integrating local wisdom into learning at SMP Negeri 8 Prafi, Manokwari Regency, West Papua. This study employed a qualitative narrative approach. Data were collected through interviews, observations, and documentation. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing, supported by source triangulation. The findings revealed that local wisdom has been integrated into Indonesian Language, Civic Education, Cultural Arts, and Craft subjects through the use of Papuan cultural elements such as noken, tifa, folklore, and the value of mutual cooperation. The integration was implemented through contextual learning strategies, including discussions, storytelling, visual media, and linking learning materials to students’ experiences, although it has not yet been systematically incorporated into learning documents. The learning environment generally supports the integration of local wisdom from physical, social, and socio-cultural aspects. Nevertheless, limitations remain in learning media, teaching materials, facilities, and teacher training. Teachers’ efforts include enhancing their understanding of local culture, utilizing students’ experiences, promoting inclusive communication, and demonstrating cultural values through role modeling. Therefore, the integration of local wisdom has been implemented, but it still requires systematic strengthening and optimization to support culturally responsive learning. Keywords: local wisdom integration, learning environment, Papuan culture, culture-based learning.

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