TANTANGAN DAN STRATEGI PENGELOLAAN BARANG GADAI PADA PT. GRAHA SANTIKA ADAI MEDAN

Abstrak

Penelitian ini menganalisis implementasi pembelajaran IPS berbasis kearifan lokal masyarakat Batak Toba di SMAN 13 Medan dan implikasinya terhadap motivasi belajar serta sikap sosial siswa kelas XI. Metode kualitatif-deskriptif digunakan dengan teknik pengumpulan data melalui observasi partisipatif, wawancara semi-terstruktur, dan angket motivasi belajar. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai kearifan lokal seperti Dalihan Na Tolu (kekerabatan), marsirimpa (gotong royong), dan patik dohot uhum (hukum adat) melalui pendekatan kontekstual—seperti studi kasus sejarah lokal, simulasi permainan tradisional, dan proyek kolaboratif—berhasil meningkatkan motivasi belajar siswa rata-rata sebesar 29,8%. Pada aspek sikap sosial, terjadi peningkatan kemampuan kerja sama (31%), penghargaan terhadap keberagaman budaya (37%), dan kesadaran pelestarian nilai budaya (48%). Temuan ini menegaskan bahwa pembelajaran berbasis kearifan lokal tidak hanya meningkatkan relevansi materi ajar, tetapi juga membentuk karakter siswa yang responsif terhadap isu sosial. Penelitian merekomendasikan kolaborasi sekolah dengan komunitas adat dan pengembangan kurikulum terpadu untuk optimalisasi pembelajaran IPS berbasis budaya.

This study analyzes the implementation of Social Studies learning based on Batak Toba local wisdom at SMAN 13 Medan and its implications for the learning motivation and social attitudes of 11th-grade students. A qualitative-descriptive method was employed, with data collected through participatory observation, semi-structured interviews, and motivational questionnaires. The results indicate that integrating local wisdom values—such as Dalihan Na Tolu (kinship), marsirimpa (mutual cooperation), and patik dohot uhum (customary law)—through contextual approaches (e.g., local historical case studies, traditional game simulations, and collaborative projects) significantly improved students' learning motivation by an average of 29.8%. Social attitudes also showed substantial enhancements in cooperation (31%), cultural diversity appreciation (37%), and awareness of cultural preservation (48%). These findings confirm that culturally rooted learning not only increases instructional relevance but also fosters socially responsive character development. The study recommends curriculum integration and school-community collaboration to optimize culturally based Social Studies education.