Nilai-Nilai Kearifan Lokal Maluku dalam Hidden curriculum: Strategi Membangun Perdamaian dan Toleransi di Sekolah Dasar
DOI:
https://doi.org/10.37985/jer.v5i4.1707Keywords:
Hidden Curriculum, Kearifan Lokal Maluku, Toleransi, Perdamaian, Sekolah DasarAbstract
Isu intoleransi dan konflik di kalangan siswa di wilayah yang kaya akan keberagaman, seperti Maluku, menuntut adanya pendekatan pendidikan yang dapat menanamkan nilai-nilai toleransi dan perdamaian. Penelitian ini bertujuan untuk menganalisis penerapan nilai-nilai kearifan lokal Maluku dalam hidden curriculum sebagai strategi untuk membangun toleransi dan perdamaian di sekolah dasar. Nilai-nilai lokal seperti Pela, Gandong, Famili, Badati, Masohi, dan Ma’anu memiliki peran penting dalam membentuk norma sosial yang tidak tercantum secara eksplisit dalam kurikulum formal, namun diinternalisasikan melalui interaksi sehari-hari di sekolah. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus, di mana data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi di beberapa sekolah dasar di Maluku. Hasil penelitian menunjukkan bahwa penerapan hidden curriculum berbasis kearifan lokal berhasil meningkatkan toleransi dan perdamaian di kalangan siswa. Pela dan Gandong, sebagai simbol ikatan persaudaraan lintas agama dan wilayah, diintegrasikan melalui kegiatan kolaboratif antar siswa yang menekankan persatuan. Nilai Famili membentuk budaya kekeluargaan di sekolah, menciptakan lingkungan yang inklusif, saling menghormati, dan solidaritas untuk mencegah konflik. Selain itu, Badati dan Masohi, yang menekankan kerja sama melalui gotong royong, diterapkan dalam pembelajaran berbasis proyek dan kegiatan komunitas. Nilai Ma’anu mengajarkan penghormatan terhadap perbedaan, memperkuat pendidikan karakter, dan mendorong terciptanya perdamaian di lingkungan sekolah. Temuan ini menunjukkan bahwa hidden curriculum berbasis kearifan lokal Maluku dapat menjadi strategi efektif dalam menciptakan generasi yang toleran dan menjunjung perdamaian.
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