Pengembangan Model Pembelajaran Etnopedagogi Berbasis Tradisi Merangkat untuk Penguatan Social Cohesion Siswa
DOI:
https://doi.org/10.29408/jhm.v12i3.34850Keywords:
ethnopedagogy, Plomp’s model, social cohesion, Merangkat traditionAbstract
Social cohesion is a crucial foundation for fostering a harmonious community life, yet current school-based learning practices have not been explicitly designed to build this capacity. This study aims to develop an ethnopedagogical learning model based on the Merangkat tradition, a practice of mutual cooperation during wedding ceremonies among the Sasak community in Lombok, as a vehicle for strengthening social cohesion among students at SMPN 5 Jonggat in Central Lombok. The model development utilized Plomp’s framework, encompassing the preliminary research phase, prototyping phase, and assessment phase. Data were sourced from in-depth interviews, classroom observations, preliminary validation questionnaires, and a Likert-scale social cohesion test. Results from the preliminary research indicated that learning tended to be individualistic and disconnected from the local cultural context. The developed prototype is called the Merangkat-Based Ethnopedagogical Learning Model (MPEBM), featuring a syntax of cultural orientation, social exploration, Merangkat collaboration, value reflection, and social internalization. Expert validation results showed an average CVR index of 0.87, indicating high validity. A limited pilot study showed an increase in trust among students (d=0.72), a sense of shared belonging (d=0.68), and tolerance for diversity (d=0.61). These findings confirm that the integration of local traditions into learning is not merely a cultural ornament but a pedagogical strategy that has a tangible impact on students’ social cohesion.
References
Abacioglu, C. S., Epskamp, S., Fischer, A. H., & Volman, M. (2023). Effects of Multicultural Education on Student Engagement in Low- and High-Concentration Classrooms: The Mediating Role of Student Relationships. Learning Environments Research, 26, 951–975. https://doi.org/10.1007/s10984-023-09462-0
Afriyadi, M. M., Widiati, U., Arifin, I., Ramli, M., & Maba, A. P. (2024). Piil Pesenggiri Local Wisdom as the Base of Character Education in Social Studies Learning at Metro City Elementary School, Lampung. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 15(1), 55. https://doi.org/10.24042/002024152241700
Alan, S., Baysan, C., Gumren, M., & Kubilay, E. (2021). Building Social Cohesion in Ethnically Mixed Schools: An Intervention on Perspective Taking. The Quarterly Journal of Economics, 136(4), 2147–2194. https://doi.org/10.1093/qje/qjab009
Alwasilah, A. C., Suryadi, K., & Karyono, T. (2020). Ethnopedagogy as the Foundation of Educational Practice and Teacher Education. Kiblat Buku Utama.
Anisaturahma, Nizaar, M., & Haifaturrahmah. (2025). Mbolo Weki of Mbojo Tribe: Discussion Culture for Cooperative Learning Model for Elementary School Students. Journal of Education Research and Evaluation, 9(2), 282–290. https://doi.org/10.23887/jere.v9i2.90122
Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2021). Environmental Education Outcomes For Conservation: A Systematic Review. Biological Conservation, 241, 108224. https://doi.org/10.1016/j.biocon.2019.108224
Arif, A. M. (2020). Perspektif Teori Sosial Emile Durkheim dalam Sosiologi Pendidikan. Moderasi: Jurnal Studi Ilmu Pengetahuan Sosial, 1(2), 1–14. https://doi.org/10.24239/moderasi.vol1.iss2.28
Awaliya, T., & Utami, R. (2024). Strengthening The Gotong Royong Character of Elementary School Students Through Cooperative Learning. Inovasi Kurikulum, 21(3), 1763–1780. https://doi.org/10.17509/jik.v21i3.73624
Ayscue, J. B., & Uzzell, E. M. (2022). How Teachers and Leaders Facilitate Integration in A Two-Way Dual Language Immersion Program. Teachers College Record, 124(1), 1–34. https://doi.org/10.1177/01614681221086109
Bandhesa, A. M., Noviani, N. W., Darmiyanti, N. M., Jeni, D. P., & Kusrianto, W. (2025). The Role of Community Participation in Education and the Integration of Local Wisdom in School/University Management: A Systematic Literature Review. Indonesian Journal of Educational Inquiry, 2(1), 23–31.
Banks, J. A., & Banks, C. A. M. (2021). Multicultural Education: Issues and Perspectives (10th ed.). Wiley and Sons.
Biesta, G. (2022). World-Centred Education: A View for The Present. Routledge. https://doi.org/10.4324/9781003098331
Braun, V., & Clarke, V. (2022). Thematic Analysis. In F. Maggino (Ed.), Encyclopedia of Quality of Life and Well-Being Research. Springer. https://doi.org/10.1007/978-3-319-69909-7_3470-2
Chaker, R., & Impedovo, M. A. (2021). The Moderating Effect of Social Capital on Co-regulated Learning for MOOC Achievement. Education and Information Technologies, 26(1), 899–919. https://doi.org/10.1007/s10639-020-10293-2
Chan, J., To, H. P., & Chan, E. (2006). Reconsidering Social Cohesion: Developing a Definition and Analytical Framework for Empirical Research. Social Indicators Research, 75(2), 273–302. https://doi.org/10.1007/s11205-005-2118-1
Cholid, N., & Hamzah, G. (2025). Ketegangan Antara Standar Kurikulum Nasional dan Tradisi Pesantren dalam Pendidikan Islam Formal di Indonesia. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4), 269–288. https://doi.org/10.23969/jp.v10i04.39228
Cleveland, B., Backhouse, S., Chandler, P., Mcshane, I., Clinton, J. M., & Newton, C. (2023). Schools as Community Hubs: Building “More than a School” for Community Benefit. In Schools as Community Hubs. Springer Nature: Singapore. https://doi.org/10.1007/978-981-19-9972-7
Dalane, K., & Marcotte, D. E. (2022). The Segregation of Students by Income in Public Schools. Educational Researcher, 51(4), 274–287. https://doi.org/10.3102/0013189X221081853
Dewi, R., & Kusakabe, T. (2026). Solidarity Capital: A Theoretical Paradigm for Collective Resilience and Decolonial Praxis in The Global South. Cogent Social Sciences, 12(1), 1–16. https://doi.org/10.1080/23311886.2026.2636344
Estefan, M. (2024). Deliberative Interdependence: A Durkheimian Approach to Promoting Collaborative Learning in Diverse Classrooms. Sociological Focus, 57(1), 21–26. https://doi.org/10.1080/00380237.2023.2283722
Fadli, M., & Anshori, S. (2021). Revitalisasi Tradisi Merangkat dalam Masyarakat Sasak: Pendekatan Sosiokultural Terhadap Nilai-Nilai Kearifan Lokal. Jurnal Kebudayaan Nusantara, 12(1), 67–78. https://doi.org/10.26740/jkn.v12i1.2021.67
Fadly, A., Deliani, N., & Batubara, J. (2025). Integrasi Nilai Normatif dan Praktik Pembelajaran dalam Perkembangan Peserta Didik Islami. Al Irfan: Jurnal Ilmu Pendidikan Dan Penelitian, 1(2), 192–197. https://doi.org/10.64877/alirfan.v1i2.35
Fast, I. (2023). Mechanisms of Exclusion: Group Homogenization and Deficit Thinking in Integrated Schools. Educational Policy, 37(6), 1452–1478. https://doi.org/10.1177/08959048221127988
Field, A. (2024). Discovering Statistics Using IBM SPSS Statistics (6th ed.). SAGE Publications. https://doi.org/10.4324/9780203776844
García-Moya, I., Moreno, C., & Brooks, F. (2019). The ‘Balancing Acts’ of Building Positive Relationships with Students: Secondary School Teachers’ Perspectives in England and Spain. Teaching and Teacher Education, 86(1–15). https://doi.org/10.1016/j.tate.2019.102883
Gay, G. (2021). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.
Hair, J. F., Babin, B. J., Anderson, R. E., & Black, W. C. (2022). Multivariate Data Analysis. Cengage Learning.
Jackson, D., Lambert, C., & Coetzee, S. (2025). Transdisciplinary Work-Integrated Learning’s Contribution to Societal Transition: A Scoping Review. Higher Education Research and Development, 44(6), 1480–1496. https://doi.org/10.1080/07294360.2025.2514509
Jayadi, S. (2022). Local Wisdom As Social Cohesion Of “Kebhinekaan”: The Study Of Hindu-Islamic Relations In Eastern Indonesia. Jurnal Penelitian Agama Hindu, 6(2), 129–136. https://doi.org/10.37329/jpah.v6i2.1572
Jeldres, R., Díaz Costa, E., & Faouzi Nadim, T. (2023). A Review of Lawshe’s Method for Calculating Content Validity in the Social Sciences. Frontiers in Education: Assessment, Testing and Applied Measurement, 8, 1271335. https://doi.org/10.3389/feduc.2023.1271335
Kartini, Dewi, A., Hakim, M., & Djafar, C. (2025). Integrating Local Culture in the Development of Indonesian Language Teaching Materials for General Education. AL-ISHLAH: Jurnal Pendidikan, 17(2), 2961–2978. https://doi.org/10.35445/alishlah.v17i2.5891
Kneppers, A. M. A. (2022). Pedagogic Practices and Learner Identities in Two Norwegian Primary School Classrooms with Contrasting Social Compositions. British Journal of Sociology of Education, 44(1), 60–77. https://doi.org/10.1080/01425692.2022.2122935
Ladson-Billings, G. (2021). Culturally Relevant Pedagogy: Asking a Different Question. In Teachers College Record.
Lähdesmäki, T., Baranova, J., Ylönen, S. C., Mäkinen, A. K. K., Juškiene, V., & Zaleskienė, I. (2022). Learning Cultural Literacy through Creative Practices in Schools: Cultural and Multimodal Approaches to Meaning-Making (1st ed.). Palgrave Macmillan: London. https://doi.org/10.1007/978-3-030-89236-4
Lakens, D. (2022). Sample Size Justification. Collabra: Psychology, 8(1), 33267. https://doi.org/10.1525/collabra.33267
Li, H. (2025). Impact of Collaborative Learning on Student Engagement in College English Programs: Mediating Effect of Peer Support and Moderating Role of Group Size. Frontiers in Psychology, 16(9), 1–14. https://doi.org/10.3389/fpsyg.2025.1525192
Mas’ad, Sanisah, S., Rochayati, N., Darmurtika, L. A., Kariana, A. P., & Mahfuzah, L. (2025). Tradisi Merangkat Sebagai Sarana Penguatan Social Trust dalam Kohesi Sosial Komunitas Sasak. GEOGRAPHY: Jurnal Kajian, Penelitian Dan Pengembangan Pendidikan, 13(2), 1–9. https://doi.org/10.31764/geography.v13i2.32472
Mastrotheodoros, S., Hillekens, J., & Miklikowska, M. (2024). Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents. Journal of Youth and Adolescence, 53, 1323–1340. https://doi.org/10.1007/s10964-024-01972-1
McHugh, M. L. (2022). Interrater Reliability: The Kappa Statistic Revisited. Biochemia Medica, 32(1), 276–282. https://doi.org/10.11613/BM.2012.031
McKenney, S., & Reeves, T. C. (2021). Educational Design Research: Portraying, Conducting, and Enhancing Productive Scholarship. Medical Education, 55(1), 82–92. https://doi.org/10.1111/medu.14280
McKenney, S., & Reeves, T. C. (2025). Educational Design Research for Relevant & Robust Scholarship. Journal of Computing in Higher Education, 37, 614–638. https://doi.org/10.1007/s12528-025-09456-2
Muhid, A. (2018). Analisis Semiotik Makna Idiologis Mangan Merangkat pada Suku Sasak Lombok Tengah. Humanitatis: Journal of Language and Literature, 4(2), 72–89.
Muzakir, M., & Suastra, W. (2024). Kearifan Lokal Suku Sasak sebagai Sumber Nilai Pendidikan di Persekolahan: Sebuah kajian Etnopedagogi. Edukatif : Jurnal Ilmu Pendidikan, 6(1), 84–95. https://doi.org/10.31004/edukatif.v6i1.6067
Muzari, A., & Iswatiningsih, D. (2026). Paradigma Pendidikan Akademik-sentris dan degradasi Empati Peserta Didik: A Systematic Literature Review. Educational: Jurnal Inovasi Pendidikan Dan Pengajaran, 6(1), 98–113. https://doi.org/10.51878/educational.v6i1.8512
Näykki, P., Isohätälä, J., & Järvelä, S. (2021). “You really brought all your feelings out”: Scaffolding Students to Identify The Socio-Emotional and Socio-Cognitive Challenges in Collaborative Learning. Learning, Culture and Social Interaction, 30, 100536. https://doi.org/10.1016/j.lcsi.2021.100536
Nurul Hidayati, Achmad Yusuf, Moch. Nasir, & Askhabul kirom. (2023). Relevansi Nilai-Nilai Multikultural dalam Buku Pendidikan Agama Islam dan Budi Pekerti dengan Dimensi Projek Penguatan Profil Pelajar Pancasila. Academicus: Journal of Teaching and Learning, 2(2), 51–59. https://doi.org/10.59373/academicus.v2i2.22
Obasi, S. U. (2023). Philosophical Anthropology and the Concept of Human Nature in the Contemporary Society. International Journal of History and Philosophical Research, 11(1), 70–75. https://doi.org/10.37745/ijhphr.2013/vol11n115
OECD. (2023). Future of Education and Skills 2030: Conceptual Learning Framework. OECD Publishing.
Pingge, H. D., Supriatna, N., Sapriya, & Wahab, A. A. (2023). Utilization of Local Wisdom Umma kalada in Elementary School IPS Materials to Imporve Students Sosial Skills. Jurnal Cakrawala Pendas, 9(1), 141–152. https://doi.org/http://dx.doi.org/10.31949/jcp.v9i1.3870
Prasetyani, Y., Indreswari, H., & Rahman, D. (2023). Integration of Javanese Rumangsa Handarbeni Pitutur Luhur Values in Biblioeducation to Develop Empathy of Education Students. Jurnal Paedagogy, 10(4), 936–943. https://doi.org/10.33394/jp.v10i4.8502
Pujilestari, Suastra, I. W., & Arnyana, I. B. P. (2024). Education in Sasak Traditional Society and Local Wisdom related to Environmental Management. Jurnal Pendidikan Mandala, 9(4), 1–13. https://doi.org/10.58258/jupe.v9i4.8113
Putra, I. M., Adnyani, N. W., & Sutrisna, I. N. (2021). Fungsi Sosial Tradisi Merangkat dalam Perspektif Sosiokultural Masyarakat Sasak. Jurnal Ilmu Sosial Dan Humaniora, 10(3), 289–298. https://doi.org/10.23887/jish.v10i3.39732
Putri, B. A., Asrin, Fauzi, A., & Syazali, M. (2024). Pengembangan Multimedia Interaktif Berbasis Kearifan Lokal Sasak Pada Pembelajaran IPAS. Journal of Classroom Action Research, 6(4), 792–799. https://doi.org/https://doi.org/10.29303/jcar.v6i4.9459
Ramadani, A. N., Rettang, L., Fajri, N., Alam, L., & Agus, A. A. (2025). Meeting Point Of Values And Character Education In General Education. Jurnal Ilmiah Mandala Education (JIME), 11(3), 556–563. https://doi.org/10.58258/jime.v11i3.9090/http
Ramdiah, S., Abidinsyah, A., Royani, M., Husamah, H., & Fauzi, A. A. (2020). South Kalimantan Local Wisdom-Based Biology Learning Model. European Journal of Educational Research, 9(2), 639–653. https://doi.org/10.12973/eu-jer.9.2.639
Razaq, F., Suciptaningsih, O. A., & Mashfufah, A. (2025). Teachers’ Views on the Relevance of Local Wisdom Values in Strengthening Students’ Character Education. Jurnal Pendidikan Humaniora, 13(4), 214–222. https://doi.org/10.17977/2442-3890.1017
Rohyadi, E., Desiana, C., & Rosmilawati, I. (2024). Pendekatan Etnopedagogi dalam Proses Pembelajaran untuk Membentuk Karakter Peserta Didik Sekolah Dasar. Ideguru: Jurnal Karya Ilmiah Guru, 9(2), 778–785. https://doi.org/https://doi.org/10.51169/ideguru.v9i2.836
Ruiz, I., & Vargas-Silva, C. (2022). Refugee Return and Social Cohesion. Oxford Review of Economic Policy, 38(3), 678–698. https://doi.org/10.1093/oxrep/grac016
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing Local Wisdom within Character Education through Ethnopedagogy Apporach: A Case Study on a Preschool in Yogyakarta. Heliyon, 10(10), 1–8. https://doi.org/10.1016/j.heliyon.2024.e31370
Sanisah, S. (2022). Persepsi dan Social Support Wali Murid dalam Pendidikan Karakter dan Inklusi. Jurnal Basicedu, 6(5), 9135–9147.
Sanisah, S., & Tohirin. (2024). WS-2M Learning : Langkah Konkrit Meningkatkan Meningkatkan Critical Thinking Skill dan Mengkomunikasikan Hasil Belajar Siswa. Deepublish: Yogyakarta.
Schachner, M. K., Schwarzenthal, M., & Noack, P. (2021). Individuals, Groups, and Classrooms: Conceptual and Methodological Considerations on Studying Approaches to Cultural Diversity in Schools. In M. Bender & B. G. Adams (Eds.), Methods and Assessment in Culture and Psychology (pp. 123–143). Cambridge University Press. https://doi.org/10.1017/9781108675475.008
Schachner, M., Schwarzenthal, M., Van de Vijver, F., & Noack, P. (2018). How All Students Can Belong and Achieve: Effects of the Cultural Diversity Climate Amongst Students of Immigrant and Nonimmigrant Background in Germany. Journal of Educational Psychology, 111(4), 703–716. https://doi.org/10.1037/edu0000303
Sihite, D., Hufad, A., & Nurbayani, S. (2022). Application of Ethnopedagogy and Multicultural Values in Subjects through Project Based Learning Methods. Metafora: Education, Social Sciences and Humanities Journal, 6(2), 46–52. https://doi.org/10.26740/metafora.v6n2.p46-52
Slavin, R. E., Madden, N. A., & Leavey, M. (2022). Cooperative Learning in Elementary Schools. In Contemporary Issues in Primary Education (1st Editio, p. 10). Routledge.
Sudarni, Sari, S. M., & Pranata, D. Y. (2026). Developing a Gayo Culture-Based Cooperative Learning Intervention Model to Enhance the Learning Process of Elementary School Students. Jurnal Pendidikan Humaniora, 14(1), 11–19. https://doi.org/10.17977/2442-3890.1223
Suriansyah, A., Aslamiah, A., Amelia, R., & Cinantya, C. (2025). Optimizing Early Childhood Character Education: Management of Learning Models Inspired by Kalimantan Folklore (pp. 254–269). Atlantis Press. https://doi.org/10.2991/978-2-38476-374-0-22
Susanti, A., Darmansyah, A., & Muktadir, A. (2024). Fostering Religious Character Through The Implementation of School Culture in Pancasila Student Profiles. Jurnal Riset Madrasah Ibtidaiyah (JURMIA), 4(2), 117–129. https://doi.org/10.32665/jurmia.v4i2.3202
Susanti, S. eka. (2022). Konsep Pendidikan Karakter Dalam Pemikiran Thomas Lickona “Strategi Pembentukan Karakter Yang Baik.” YASIN: Jurnal Pendidikan Dan Sosial Budaya, 2(5), 719–734. https://doi.org/10.58578/yasin.v2i5
Tirza, J., Parwati, N. N., Dantes, G. R., & Suartama, I. K. (2024). Analysis of Local Wisdom-Based Collaboration Skill Instrument (LWCSI) in Civics for Higher Education. IJIET (International Journal of Indonesian Education and Teaching), 8(2), 334–345. https://doi.org/10.24071/ijiet.v8i2.8586
Utaminingsih, E. S., Idammatussilmi, I., Intania, B. Y., & Kristiyuana, K. (2025). An interactive Qur’anic Values-Based Affective-Learning Approach to Mitigating School Bullying. Suhuf: International Journal of Islamic Studies, 37(1), 237–249. https://doi.org/10.23917/suhuf.v37i1.10637
van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Educational Design Research. Routledge.
Van Ryzin, M. J., & Roseth, C. J. (2022). The Longitudinal Relationship Between Peer Relations and Empathy and Their Joint Contribution to Reducing Bullying in Middle School: Findings From a Randomized Trial of Cooperative Learning. Journal of Prevention and Health Promotion, 3(2), 147–165. https://doi.org/10.1177/26320770221094032
Veerman, G. J., & Denessen, E. (2021). Social Cohesion in Schools: A Non-systematic Review of its Conceptualization and Instruments. Cogent Education, 8(1), 1–14. https://doi.org/10.1080/2331186X.2021.1940633
Wulandari, S., & Huda, M. (2024). Peran Tradisi Lokal dalam Membangun Kepercayaan Sosial dan Solidaritas Komunitas. Jurnal Sosial Humaniora, 18(1), 12–25. https://doi.org/10.22146/jsh.2024.12
Zhao, Y. (2021). Learners Without Border: New Learning Pathways for All Students. Corwin Press.
Zohiro, Q. A. B., Harian, P. J., Hazami, K. N., & Santiani. (2024). Sasak Traditional Marriage System in Avoiding Conflict and Preventing Disharmony Between Families in the Modern Era. JED (Jurnal Etika Demokrasi), 9(1), 24–36. https://doi.org/10.26618/jed.v9i1.13074
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mas'ad Mas'ad, Siti Sanisah, Nurin Rochayati, Kamaluddin Kamaluddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All writings in this journal are the full responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed free of charge at no cost, following the creative commons license. Authors who publish articles in the Jurnal Humanitas must comply with the following conditions:
The author retains the copyright and grants the right of first publication with the work licensed simultaneously under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, allowing others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors may make additional separate contractual arrangements for the non-exclusive distribution of the published journal version of the work (for example, posting it to an institution or publishing it in a book), acknowledging its initial publication in this journal.
Authors are permitted and encouraged to post their work online (for example, on institutional repositories or websites) before and during the submission process, resulting in a productive exchange and earlier and more extensive citations of the published work.
All articles in this journal are the sole responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed and downloaded for free, following the creative commons license.
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
