Yuli Utanto, Sukirman, YorisAdi Maretta
The pattern of education and school curriculum implementation in coastal area strongly emphasizes the principle of flexibility to suit the learning needs and traditions of coastal communities. It uses the pattern of pesantren education approach that is applied to the learning process, selection of reference books and school community interaction. The process of inheriting the tradition to the next generation is done through implementation of curriculum tradition containing religious materials with the subjects of moral theology (akidahakhlaq), jurisprudence (fiqih), languages, Arabic, aswaja, cultural history of Islam and the Quran-Hadist. As a result of the pattern of providing education for coastal communities, religious curriculum implemented includes cognitive aspects, in the form of mastering teaching materials; affective aspects, with the formation of moral and akhlaqulkarimah to the students; and aspects of the psycho motor, skills in writing, reading, and actively participate in community activities. The tradition reproduction of coastal communities of consumerist society, love to be on the razzle, drunk and tayub (dancing), and strong belief in the power of the sea into religious communities built through the curriculum in schools. Regeneration tradition of coastal communities is manifested in the form of nyadran (giving alms) to the sea and earth, tahlilan, manaqiban, berzanjī, andyassinan. Surviving the limitations in implementing the curriculum shows the relation of the development needs and traditions of coastal communities themselves. The relation embodied in the selection of the content/curriculum materials and skills, the learning process and results (outputs and outcomes) to students in schools that fit the needs and traditions of coastal society. © Serials Publications.
Department of Educational Technology, Faculty of Education Science, Universitas Negeri Semarang, Indonesia
