Analisis Integrasi Nilai Budaya Hatulwikna Dalam Pengelolaan Pembelajaran Tematik Di Sekolah Dasar Desa Laboya Dete Kabupaten Sumba Barat

BILI, DAUD MOMA (2026) Analisis Integrasi Nilai Budaya Hatulwikna Dalam Pengelolaan Pembelajaran Tematik Di Sekolah Dasar Desa Laboya Dete Kabupaten Sumba Barat. S2 thesis, Universitas Kristen Indonesia.

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Abstract

"Penelitian ini bertujuan mendeskripsikan integrasi nilai budaya Hatulwikna dalam pengelolaan pembelajaran tematik di sekolah dasar Desa Laboya Dete yang meliputi perencanaan, pengorganisasian, pelaksanaan, evaluasi dan refleksi pembelajaran, serta faktor pendukung dan penghambat integrasinya. Penelitian menggunakan pendekatan kualitatif dengan rancangan studi kasus multisitus di SD Inpres Watu Litti dan SD Masehi Bata Kapuda, Desa Laboya Dete, Kabupaten Sumba Barat. Informan penelitian terdiri atas kepala sekolah, guru kelas Fase C, dan peserta didik yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Keabsahan data diperoleh melalui triangulasi sumber, triangulasi teknik, member check, kecukupan referensi, dan audit trail. Hasil penelitian menunjukkan bahwa integrasi nilai budaya Hatulwikna telah dilakukan pada tahap perencanaan, pengorganisasian, pelaksanaan, serta evaluasi pembelajaran, namun belum sepenuhnya terstruktur dalam perangkat pembelajaran dan sistem penilaian. Integrasi nilai dilakukan melalui tujuan pembelajaran, kegiatan kolaboratif, pembagian tugas kelompok, proyek kontekstual, dan pembiasaan sikap gotong royong, tanggung jawab, serta kepedulian antarpeserta didik. Faktor pendukung meliputi kuatnya budaya gotong royong masyarakat, dukungan kepala sekolah, dan kesesuaian nilai Hatulwikna dengan Profil Pelajar Pancasila. Faktor penghambat meliputi belum tersedianya panduan teknis, keterbatasan media pembelajaran berbasis budaya lokal, belum adanya kebijakan sekolah yang mengatur integrasi budaya lokal secara eksplisit, serta terbatasnya pelatihan guru. Penelitian ini menyimpulkan bahwa integrasi nilai budaya Hatulwikna telah menjadi bagian dari praktik pembelajaran, namun masih memerlukan penguatan pada aspek perencanaan, evaluasi, dan kebijakan sekolah agar berlangsung secara sistematis dan berkelanjutan. Kata kunci: integrasi nilai budaya, Hatulwikna, pengelolaan pembelajaran, pembelajaran tematik, sekolah dasar"/"This study aims to describe the integration of Hatulwikna cultural values into the management of thematic learning in primary schools in Laboya Dete Village— covering planning, organizing, implementation, evaluation, and reflection—as well as the factors supporting and hindering this integration. The study employed a qualitative approach with a multi-site case study design at SD Inpres Watu Litti and SD Masehi Bata Kapuda in Laboya Dete Village, West Sumba Regency. Research informants included school principals, Phase C classroom teachers, and students selected through purposive sampling. Data were collected via observation, interviews, and documentation, then analyzed using the interactive model developed by Miles, Huberman, and Saldaña. Data validity was ensured through source triangulation, technique triangulation, member checking, referential adequacy, and an audit trail. The results indicate that the integration of *Hatulwikna* cultural values has been implemented during the planning, organizing, implementation, and evaluation stages of learning, though it is not yet fully structured within instructional materials and assessment systems. Value integration is achieved through learning objectives, collaborative activities, group task allocation, contextual projects, and the fostering of attitudes such as mutual cooperation (gotong royong), responsibility, and mutual care among students. Supporting factors include the community's strong culture of mutual cooperation, principal support, and the alignment of Hatulwikna values with the Profil Pelajar Pancasila (Pancasila Student Profile). Hindering factors include the lack of technical guidelines, limited local culture-based learning media, the absence of explicit school policies regarding local culture integration, and limited teacher training. The study concludes that while the integration of Hatulwikna cultural values has become part of instructional practice, it still requires strengthening in the areas of planning, evaluation, and school policy to ensure a systematic and sustainable implementation. Keywords: cultural value integration, Hatulwikna, learning management, thematic learning, primary school."

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