PERAN POLA ASUH BERBASIS KEARIFAN LOKAL "RUMASA" DALAM MEMBENTUK RESILIENSI PADA REMAJA DI KOMUNITAS PEDESAAN SUNDA BANTEN

Mohamad Zidni Assalam; Hernindya Septarinjani; Raihan Rahman Hidayat; Tri Windi Oktara

doi:10.51878/paedagogy.v5i2.6068

Authors

Mohamad Zidni Assalam Universitas Islam Negeri Sultan Mauana Hasanuddin Banten
Hernindya Septarinjani Universitas Islam Negeri Sultan Mauana Hasanuddin Banten
Raihan Rahman Hidayat Universitas Islam Negeri Sultan Mauana Hasanuddin Banten
Tri Windi Oktara Universitas Islam Negeri Sultan Mauana Hasanuddin Banten

DOI:

https://doi.org/10.51878/paedagogy.v5i2.6068

Keywords:

Pola Asuh, Kearifan Lokal, Remaja Sunda, Psikologi Adat, Rumasa, Ketahanan

Abstract

Adolescent development in the modern era faces complex challenges due to the friction between local cultural values and the currents of globalization. Amidst these challenges, local wisdom has the potential to be an essential foundation for mental health. This study focuses on "Rumasa," a noble value in Sundanese culture that emphasizes self-awareness, empathy, and humility.This study aims to explore and describe in-depth the role and manifestation of "Rumasa"-based parenting in the process of resilience formation among adolescents in a Sundanese rural community. This research employed a qualitative approach with an ethnographic case study design. The participants consisted of five Sundanese families (parents and adolescents aged 15–18) who were purposively selected from an agrarian village in Tasikmalaya Regency, West Java. Data were collected through in-depth interviews, participant observation over a three-month period, and analysis of related cultural documents. Data analysis was conducted using a thematic approach, which includes six stages: data familiarization, initial coding, theme searching, theme reviewing, theme naming, and reporting.The findings identified three main practices of "Rumasa" parenting: (1) ngajénan (teaching respect for oneself and others), (2) teu adigung (educating not to be arrogant and to be aware of one's limitations), and (3) ngaragap rasa (training sensitivity and empathy toward the feelings of others). These practices directly contribute to the development of adolescent resilience pillars such as emotional regulation, social competence, and realistic optimism. "Rumasa" functions as vital cultural capital in Sundanese parenting. This value is not only taught verbally but also internalized through daily practices, equipping adolescents with resilience to face life's challenges. This research affirms the importance of integrating local wisdom into developmental psychology studies in Indonesia.

ABSTRAK

Perkembangan remaja di era modern menghadapi tantangan yang kompleks akibat adanya gesekan antara nilai-nilai budaya lokal dengan arus globalisasi. Di tengah tantangan tersebut, kearifan lokal berpotensi menjadi landasan penting bagi kesehatan mental. Penelitian ini berfokus pada "Rumasa", sebuah nilai luhur dalam budaya Sunda yang menekankan kesadaran diri, empati, dan kerendahan hati. Penelitian ini bertujuan untuk mengeksplorasi dan mendeskripsikan secara mendalam peran dan manifestasi pola asuh berbasis "Rumasa" dalam proses pembentukan resiliensi pada remaja di masyarakat pedesaan Sunda. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus etnografi. Partisipan terdiri dari lima keluarga Sunda (orang tua dan remaja berusia 15-18 tahun) yang dipilih secara purposive dari sebuah desa agraris di Kabupaten Tasikmalaya, Jawa Barat. Data dikumpulkan melalui wawancara mendalam, observasi partisipan selama tiga bulan, dan analisis dokumen budaya terkait. Analisis data dilakukan dengan pendekatan tematik, yang mencakup enam tahap: familiarisasi data, pembuatan kode awal, pencarian tema, peninjauan tema, penamaan tema, dan pelaporan. Temuan penelitian mengidentifikasi tiga praktik utama pola asuh "Rumasa": (1) ngajénan (mengajarkan rasa hormat kepada diri sendiri dan orang lain), (2) teu adigung (mendidik untuk tidak sombong dan menyadari keterbatasan diri), dan (3) ngaragap rasa (melatih kepekaan dan empati terhadap perasaan orang lain). Praktik-praktik ini secara langsung berkontribusi pada pengembangan pilar-pilar ketahanan remaja, seperti regulasi emosi, kompetensi sosial, dan optimisme yang realistis. "Rumasa" berfungsi sebagai modal budaya yang vital dalam pola asuh orang Sunda. Nilai ini tidak hanya diajarkan secara lisan tetapi juga diinternalisasi melalui praktik sehari-hari, membekali remaja dengan ketahanan untuk menghadapi tantangan hidup. Penelitian ini menegaskan pentingnya mengintegrasikan kearifan lokal ke dalam studi psikologi perkembangan di Indonesia.

Downloads

Download data is not yet available.

References

Adams, C. E., et al. (2023). Validation of Academic Resilience Scales Adapted in a Collective Culture. Frontiers in Psychology, 14, 1114285.

Ahimsa-Putra, H. S. (2017). Kearifan Lokal dan Pembangunan Karakter Bangsa . Pustaka Pelajar.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications, Thousand Oaks, CA.

Fetterman, D. M. (2010). Ethnography: Step-by-step (3rd ed.). Sage Publications, Thousand Oaks, CA.

Fusch, P. I., & Ness, L. R. (2015). Are we there yet? Data saturation in qualitative research. The Qualitative Report, 20(9), 1408-1416.

Kim, U., Yang, K. S., & Hwang, K. K. (Eds.). (2006). Indigenous and cultural psychology: Understanding people in context. Springer Science & Business Media.

Malterud, K. (2012). Systematic text condensation: A strategy for qualitative analysis. Scandinavian Journal of Public Health, 40(8), 795-805.

Martinsone, B., et al. (2022). Longitudinal associations between social-emotional skills and adolescent resilience during COVID-19. Frontiers in Psychiatry, 13, 942692.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847

Phillips, M. M., Reipas, T., & Zelek, B. (2019). Adolescent resilience and mental wellbeing: Positive adaptation in the face of adversity. Journal of Youth and Adolescence, 48(4), 652–664.

Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 77-84.

Salisbury Glennon, J., Reipas, T., & Zelek, B. (2024). Resilience Evaluation Scale: Cross-cultural validation and future directions. Journal of Adolescent Research, 39(2), 134–150.

Santrock, J. W. (2018). Adolescence (17th ed.). McGraw-Hill Education.

Spradley, J. P. (2016). The ethnographic interview. Waveland Press, Long Grove, IL.

Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. In C. Willig & W. Stainton Rogers (Eds.), The SAGE Handbook of Qualitative Research in Psychology (2nd ed., pp. 17–37). SAGE.

Tracy, S. J. (2010). Qualitative quality: Eight "big-tent" criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837-851.

Ungar, M., & Liebenberg, L. (2011). Assessing resilience across cultures using mixed methods: Construction of the Child and Youth Resilience Measure. Journal of Mixed Methods Research, 5(2), 126–149.