NILAI TINDIH SUKU SASAK SEBAGAI PEDOMAN HIDUP UNTUK MENINGKATKAN EMPATI DAN SIKAP HORMAT SISWA

Authors

  • NURAENI NURAENI Universitas Pendidikan Mandalika
  • MUHAMAD SUHARDI Universitas Pendidikan Mandalika

DOI:

https://doi.org/10.51878/educator.v4i2.3837

Keywords:

Nilai tindih, pedoman hidup, empati, sikap hormat

Abstract

Moral values, particularly respect, are fundamental principles that grow and develop from the value of empathy. Empathy, in this context, is a moral value that can positively contribute to an individual's moral development. Empathy and respect are among the foundational moral values that influence other virtues such as responsibility, friendship, peacefulness, honesty, and tolerance, which are integral to humanitarian values. One of the local wisdom values believed to enhance individual understanding and actions is the tindih value of the Sasak tribe. The tindih value refers to a core principle emphasizing commitment and consistency to truth and nobility, which is rooted in faith. The fundamental tindih value is supported by a protective value system that safeguards individuals and society from humanitarian degradation, namely maliq and merang. Maliq signifies the prohibition of engaging in inappropriate and unbeneficial actions. Meanwhile, merang embodies social solidarity, characterized by empathy and concern for others.

ABSTRAK
Nilai moral berupa sikap hormat atau respect merupakan nilai dasar yang tumbuh dan berkembang dari nilai empati. Nilai empati dalam hal ini merupakan nilai moralitas yang dapat berkontribusi positif terhadap perkembangan moral individu. Empati dan sikap hormat  merupakan salah satu nilai (kualitas dari perbuatan) yang merupakan nilai moral paling dasar bagi nilai-nilai lainnya yang juga dapat berpengaruh terhadap nilai tanggung jawab, persahabatan, cinta damai, rasa hormat, kejujuran dan toleransi nilai-nilai kemanusiaan. Adapun salah satu nilai kearifan lokal yang dianggap dapat meningkatkan pemahaman dan perbuatan individu adalah nilai tindih suku Sasak. Adapun yang dimaksud nilai tindih adalah nilai dasar yang menekankan pada komitmen dan konsistensi pada kebenaran dan keluhuran yang bersumber dari keimanan. Adapun nilai dasar tindih didindingi oleh sistem nilai penyangga untuk membentengi diri dan masyarakat dari degradasi kemanusiaan yaitu maliq dan merang. Lebih lanjut maliq berarti pantangan melakukan hal yang tidak pantas dan tidak bermanfaat. Sedangkan merang mengandung nilai solidaritas sosial yaitu sikap tenggang rasa, dan perduli terhadap sesama atau mampu berempati.

References

konseling dalam jalur pendidikan formal. Jakarta: Depdiknas.

Arikunto, S. 2013. Prosedur Penelitian Suatu Pendekatan Praktik. Edisi Revisi. Jakarta: PT. Rineka Cipta.

Aslanargun, E., at al. (2014). Parental Expectation and Religious Education in State School in Turkey: The Case of Imam Hatip High School. International Journal of Instruction. 7: 135-150.

Borba, M. (2008). Building moral intelligence: The seven essential virtues that teach kids to do the right thing. Alih Bahasa: Lina Jusuf. Jakarta: Gramedia Pustaka Utama.

Brown, B. (2009). Perceptions of student misconduct, perceived respect for teachers, and support for corporal punishment among school teachers in South Korea: an exploratory case study. Educational Research for Policey and Practice. 8, 3-22.

Chongruksa, D., Prinyapol, P., Wadeng, Y., & Padungpong, C. (2010). Storytelling: Program for multicultural understanding and respect among Thai-Buddhist and Thai-Muslim students. Procedia Social and Behavioral Sciences. 5, 282-288.

Clark, M.A. (2003). Training school interns to teach elementary students to respect and care for others. Journal of Humanistic Counseling, Education, and Development. 42, 91-106.

Cooper, B. (2011). Empathy in Education (Engagement, Values, and Achievement). New York: Coontinum.

Dereli, E, & Aypay, A. (2012). The Prediction of Empathetic Tendency and Characteristic Trait of Collaboration on Humane Values in Secondary Education Students and The Examining to Those Characteristics. Journal Educational Sciences: Theory & Practice, 12 (2), 1262-1270.

Eikeland, H.L., at al. (2014). The Physician’s Role and Empathy a Qualitative Study of Third Year Medical Students. BMC Medical Education. 14: 1-8.

Erford, B.T. (2015). 40 Techniques Every Counselor Should Know. New York: Pearson Education, Inc.

Farisi, M.I. 2010. Pengembangan Asesmen Diri Siswa (Student Self-Assessment) sebagai Model Penilaian dan Pengembangan Karakter. Surabaya: HEPI UNESA 2012. Konferensi Ilmiah Nasional.

Fittness, J., & Curtis, M. (2005). Emational Intelligencean the TraitMeta-Mood Scale: Relationship With Empathy, Attributional Complexity, Self-Control, and Responses to Interpersonal Conflict. Journal of Applied Psychology: Social Section. 1: 50-62.

Goleman, D. (1995). Emotional Intelegensi. London: Bloomsbury Publishing Plc.

Gunawan, I.M.S., Wibowo, M.E., Purwanto, E., & Sunawan. (2019). Group counseling of values clarification to increase middle school students’ empathy. Psicologia Educativa, 25, (2), 169-174.

Hoffman, M.L. (2000). Empathy and Moral Development-Implications for Caring and Justice. New York: Cambridge University Press.

Halpern, J. (2003). What is clinical empathy? Journal Gen Intern Med. 18: 670-674.

Hasanah, N., Hafizin, M., & Hidayaturido. (2022). Simbol dan Makna dalam Budaya “Mandiq Lelayu” Suku Sasak: Kajian Semiotik Kultural. Journal of Mandalika Literature, 3, (1), 28-34.

Hasibuan, A.A., Syah, D., & Marzuki. (2018). Manajemen Pendidikan Karakter di SMA: Studi Pada SMAN dan MAN di Jakarta. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 4 (2), 191-212.

Hojat, M. (2007). Empathy In Patien Care: Antecedents, Development, Measurement, and Outcomes. Philadelphia: Spinger. Ioannidou, F., & Konstantikaki, V. (2008). Empathy and Emotional Intelligence: What is it really about?. International Journal of Caring Sciences. 1: 118-123.

Ioannidou, F., & Konstantikaki, V. (2008). Empathy and Emotional Intelligence: What is it really about?. International Journal of Caring Sciences. 1: 118-123.

Jolliffe, D., & Farrington, D.P. (2006). Development and Validation of the Basic Empathy Scale. Journal of Adolescence. 29: 589-611.

Koseki, B., & Berghammer, R. (1992). The Role of Empathy in the Motivational Structure of School Children. Personality and Individual Difference. 13: 191-203.

Lickona, T. (2013). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Times Company.

Mulianah, B. (2019). Internalisasi Nilai-Nilai Pendidikan Islam dalam Pola Asuh Keluarga Sasak Nusa Tenggara Barat. Schemata: Jurnal Pascasarjana IAIN Mataram, 8 (1), 37-50.

Murahim. (2011). Nilai-Nilai Budaya Sassak Kemidi Rudat Lombok: Perspektif Hermeneutika. Mabasan, 5 (2) 59-79.

Maharai, L. (2014). Perkembangan moral pada anak. Konseli, Jurnal Bimbingan dan Konseling. 1 (2) 93-98.

Matsumoto, D. (2000). Culture and Psychology. Wadsworth.

Muntuan, M.V. (2022). Rendahnya Rasa Hormat Siswa SD Inpres Makalonouw Kepada Guru. Jurnal Ilmiah Wahana Pendidikan, 9, (2), 375-381.

Nunes, P., at al. (2011). A Study of Empathy Decline in Students from Five Health Disciplines During Their First Year of Training. International Journal of Medical Education. 2: 12-17.

Ozen, Y. (2016). Investigating the decision heuristics of candidate teachers who are different in their responsibility controls. Universal Journal of Educational Research. 4 (7) 1744-1749.

Parhanuddin, L., Nurdin, E.S., Budimanyah, D., & Ruyadi,Y. (2023) Urgensi pendidikan karakter berbasis kearifan local etnis Sasak di sekolah dasar. Jurnal Paedagogy: Jurnal Penelitian dan Pengembangan, 10 (3) 926-935.

Priestley, J. (2000). Education for Spiritual, Moral, Social and Cultural Development. London: Continuum.

Septiani, D., Martini, A., & Akbar, Z. (2020). Studi Literatur Pengembangan Empati Untuk Menghadapi Masyarakat Era 5.0. Prosiding Seminar Nasional Pendidikan Dasar dengan Tema Transformasi Pendidikan Menyogsong SDM di Era Society 5.0.

Sung, K.T. (2002). Elder respect among American college students: Exploration of behavioral forms. Journal Aging and Human Development, 55 (4), 367-382.

Tolan, J., & Landrum, S. (1995). Case Material and Role Play in Counselling Training. London and New York: Routletge.

Williams, B., et.al. (2015). Student Empathy Levels Across 12 Medical and Health Professions: An Interventional Study. Journal of Compassionate Health Care, 2 (4), 1-6.

Wilson, J.P., & Thomas, R.B. (2004). Empathy In The Treatment of Trauma and PTSD. New York: Brunner Routledge

Downloads

Published

2024-12-11

How to Cite

NURAENI, N., & SUHARDI, M. (2024). NILAI TINDIH SUKU SASAK SEBAGAI PEDOMAN HIDUP UNTUK MENINGKATKAN EMPATI DAN SIKAP HORMAT SISWA. EDUCATOR : Jurnal Inovasi Tenaga Pendidik Dan Kependidikan, 4(2), 107-116. https://doi.org/10.51878/educator.v4i2.3837

Issue

Section

Articles

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.