Reconstruction of Sasak Local Genious-Based Language Literacy Program to Develop Interpersonal Intelligence of The Sixth Year Students of Primary Schools in Lombok, Indonesia
Keywords:
reconstruction, Sasak local wisdom, literacy, language literacy, and interpersonal intelligenceAbstract
This study aims to reconstruct a language literacy program based on Sasak local wisdom. potential in developing interpersonal intelligence of elementary school (SD) students. The reconstruction was carried out through an analysis of the potential of Sasak local wisdom, the implementation of language literacy in SD Lombok Island, and the interpersonal intelligence of elementary school students on Lombok Island,
Indonesia. This paper is a combination of the results of several field studies involving a number of traditional
Sasak leaders, more than 200 students and 20 teachers from 12 elementary schools on the island of Lombok. The sample of Sasak traditional leaders was using purposive sampling technique, while schools, teachers, and students were using cluster random sampling technique. Data were analyzed by qualitative descriptive analysis and presented with descriptive narrative. Based on the results and discussion, it is concluded that: (1) Sasak local wisdom is very potential as a material, media, or strategy for developing students' intelligence and social character; (2) The implementation of language literacy in Lombok Island Elementary School is still not effective; (3) The interpersonal intelligence profile of fourth grade elementary school students on Lombok Island, Indonesia is 41.23% high, 45.61% moderate, and 13.16% low. It was not found that students from the Village Environment (LD) had low Interpersonal Intelligence (KI), all of them were in the medium and high categories. The number of those categorized as high KI is more than moderate, namely 84.85% in category one schools and 69.05% in category two schools; and (4) The recommended language literacy program based on Sasak local wisdom is ngayo 'visiting each other' and feeling each other 'sharing', namely visiting each other to share stories before and after the learning process.