NILAI-NILAI BUDAYA GOTONG ROYONG ETNIK BETAWI SEBAGAI SUMBER PEMBELAJARAN IPS - Sudrajat, Ajat (2014)
Penelitian ini dilatarbelakangi oleh mulai lunturnya nilai-nilai gotong royong di etnik Betawi terutama generasi mudanya, padahal di sisi lain nilai-nilai tersebut merupakan salah satu tradisi yang bagus untuk memupuk rasa solidaritas sosial dan juga kebersamaan, hal ini bisa terjadi karena proses perubahan sosial yang signifikan terutama marjinalisasi etnik Betawi asli oleh adanya urbanisasi ke Ibu Kota. Tujuan penelitian ini adalah: Pertama, mengungkap informasi tentang kondisi terkini nilai-nilai budaya gotong-royong etnik Betawi. Kedua, Menggali dan mencari makna nilai-nilai budaya gotong-royong pada etnik Betawi dalam pembelajaran IPS di Sekolah Dasar. Ketiga, mengimplementasikan nilai-nilai budaya gotong-royong etnik Betawi dalam pembelajaran IPS di sekolah dasar. Keempat, mengetahui peran pembelajaran IPS dalam mengintegrasikan nilai-nilai budaya gotong-royong etnik Betawi. Lokasi penelitian ini adalah Perkampungan Budaya Betawi Setu Babakan. Penelitian ini melibatkan tokoh-tokoh Perkampungan Budaya Betawi Setu Babakan, Dosen PGSD FIP UNJ, kepala sekolah dan guru SDN 06 Srengseng sawah 06 Pagi Jakarta Selatan. Masalah utama penelitian ini adalah sejauhmana nilai-nilai budaya gotong royong etnik Betawi dapat dijadikan sumber pembelajaran IPS. Penelitian ini didasarkan pada teori Durkheim tentang solidaritas mekanis. Penelitian ini menggunakan pendekatan kualitatif, dengan menggunakan desain kualitatif verifikatif. metode pengumpulan data dan teknik analisis data adalah wawancara mendalam, observasi partisipasi, bahan dokumenter, serta metode bahan visual dan metode penelusuran bahan internet. Berdasarkan hasil analisis data yang dilakukan diperoleh hasil penelitian yaitu sebagai berikut: Pertama, kondisi terkini nilai-nilai budaya gotong royong Etnik betawi terdapat dua nilai budaya yaitu nilai budaya gotong royong tolong menolong yang meliputi:1) Nyambat. 2) Pembuatan dodol makanan khas betawi. 3) Memasarkan dan menyalurkan hasil kebun. 4) Ngubek empang. 5) Upacara Perkawinan. 6) Sambatan bikin rume dan pinde rume. 7) Upacara Sunatan. 8) Upacara Kematian. 9) Paketan. 10) Upacara Akeke. Dan nilai budaya gotong royong keja bakti yang meliputi: 1) Memperbaiki saluran irigasi. 2) Membersihkan jalan kampung. 3) Membersihkan kober. 4) Ronda atau jaga malam. 5) Pembangunan masjid. Kedua, nilai-nilai budaya gotong yong dapat digali dan dilestarikan pada etnik Betawi. Nilai gotong royong pada etnik Betawi dapat dilihat pada kegiatan-kegiatan yang dilakukan oleh Etnik Betawi, seperti hajatan, nyambat, andilan, dan paketan. Ketiga, implementasi pembelajaran berbasis nilai-nilai budaya gotong royong disajikan dalam pembelajaran IPS di Sekolah Dasar. Implementasi ini dilaksanakan di SDN 06 pagi Srengseng Sawah dengan lembar penilaian afektif. Keempat, peran pembelajaran IPS di Sekolah Dasar dalam nilai-nilai budaya gotong royong. Hasil penelitian ini adalah perlunya mempertahankan nilai budaya gotong royong etnik betawi sebagai sumber pembelajaran IPS, selain itu nilai-nilai budaya gotong royong etnik betawi dapat diimplementasikan dalam pembelajaran IPS di Sekolah Dasar Setu Babakan Kelurahan Srengseng Sawah Kecamatan Jagakarsa Jakarta Selatan. Kata Kunci : Nilai budaya,Gotong royong, Etnik Betawi, Pembelajaran IPS. The background to the research is the diminishing values of mutual aid among Betawi ethnic group communities, ultimately among the younger generation; while, in fact, those values are one of the appropriate traditions to cultivate social solidarity and togetherness. The diminishing values can be resulted from social changes that are quite significant, especially the marginalization of Betawi ethnic group by the rush of urbanization to the Capital City. The research aimed to: First, reveal information concerning the recent conditions of Betawi ethnic group's cultural values of mutual aid; secondly, explore and search for the meanings of Betawi ethnic group's cultural values of mutual aid in the teaching and learning of social sciences (IPS) in primary school; thirdly, implement Betawi ethnic group's cultural values of mutual aid in the teaching and learning of social sciences in primary school; and fourthly, find the roles of social sciences teaching and learning in its integration with Betawi ethnic group's cultural values of mutual aid. The research took place in Betawi Cultural Village Setu Babakan. It involved the figures of Betawi Cultural Village Setu Babakan, lecturers of the Primary School Teacher Education Department, Faculty of Educational Sciences, State University of Jakarta, and principals and teachers of SDN Srengseng Sawah 06 Pagi, South Jakarta. The primary issue of this research is the extent to which Betawi ethnic group's mutual aid cultural values can be made learning resources for social sciences. The research is drawn upon Durkheim's theory of mechanical solidarity. It employed qualitative approach, with qualitative-verificative design. Data collection method and analysis technique used were in-depth interview, participant observation, documentary, and visual material as well as internet browsing for content materials. Based on the analysis of research data, the following results have been obtained: First, the recent condition of the values of Betawi ethnic group's mutual aid culture constitutes two cultural values, namely the cultural value of mutual aid in mutual help, including: 1) Nyambat livelihood system. 2) dodol betawi ethnic specialties. 3) maket and distribute crops. 4) drain the pool. 5) nuptial. 6) help make homes and help move house. 7) circumcision ceremoni. 8) funerals. 9) paketan. 10) aqiqah ceremony; and the cultural value of mutual aid in communal work, covering: 1) improve irrigation. 2) clean up the village street. 3) Clean the grave. 4) pat rolling or night watch. 5) construction of mosques. secondly, the values of mutual aid culture can be explored and conserved in Betawi ethnic group. The values are observable in the activities conducted by Betawi ethnic group, such as hajatan, nyambat, andilan, and paketan; thirdly, the implementation of teaching and learning based on mutual aid cultural values can be done in the teaching and learning of social sciences in primary school. The implementation was conducted in SDN 06 Pagi Srengseng Sawah with affective assessment sheet; and finally, social sciences teaching and learning in primary school plays its roles in the cultural values of mutual aid. Research results recommend the need to sustain Betawi ethnic group's mutual aid cultural values as learning resources for social sciences; in addition, Betawi ethnic group's cultural values of mutual aid can be implemented in the teaching and learning of social sciences in Setu Babakan Primary School, Srengseng Sawah Administrative Village, Jagakarsa District, South Jakarta. Keywords: Cultural Values, Mutual Aid, Betawi Ethnic Group, Social Sciences (IPS)