MENGARTIKULASIKAN HARAPAN PENDIDIKAN ORANG TUA PETANI DI SEKOLAH DASAR: PROSES TINJAUAN NARATIF

Abstract

Sustainable education employing a bottom-up approach has received increasing attention within rural farming communities, particularly when cultural values and local wisdom have not yet been fully realized within formal education. This review aims to elucidate the forms of farmers’ educational expectations and to articulate them within elementary school education. This study employs a narrative analysis method by synthesizing theoretical perspectives with empirical findings from accredited national publications and reputable international journals over the past ten years. The findings indicate that farmers’ educational expectations originate from the transmission of cultural values or local wisdom, as well as from agricultural problem-solving practices that embody the knowledge, attitudes, and skills required by local farming communities (contextual competencies). Educational expectations can be interpreted through processes of explicit articulation, such as direct meetings at schools, and implicit articulation, which exists within the community. This review affirms that educational values embedded in farming communities can be more comprehensively captured by schools when teachers engage in implicit articulation through home observations, participation in cultural activities, and direct understanding of agricultural dynamics. This approach enables schools to recognize educational values needed by the community and to realize them within formal educational processes. The study recommends strengthening partnerships between schools and families to articulate farmers’ knowledge into the curriculum in order to create educational processes that are more relevant and contextual in rural areas