Disertasi : Ukiran Pandai Sikek

ABSTRACT

Adirozal, 2010. The Educational Model of Carving  at the Traditional Workshops in Pandai Sikek, Tanah Datar Regency. Disertation. Doctoral Program,  State University of Padang.

The teaching of knowledge and  carving  skills at the traditional  workshops (sanggar) in Pandai Sikek has not been based on educational principles and that it tends to beecome less patterned and planned as it should be. The purpose of this study was to find out the process of teaching and learning in the workshops  and the implementation of  the high-touch and the high tech in the learning process and to propose a more educational learning model in the sanggar to match with the educational principles.

This study was qualitatively designed and the data were taken from informants who were involved in the process of education in the workshops such as the workshop leaders, the tutors, the tutor assistants,  the students and the society leaders who posess the knowledge and understand the carving skills through observation, interviews, and document studies. To get the validity of the data, further observation and longer involment of the researcher in the field as a participant observer was emphasized. The data was analized using the qualitative method through relatively continious data gathering followed by reducing and describing them systematicelly. Some theories about learning, culture, art, and model were also used as a surgery knife. 

The result of the data analyses shows the followings: First, the learning process at the traditional workshops included the teaching of cognitive, affective, and psychomotoric aspects with special amphasis on the transfer of carving skills (psychomotoric) aspects consisting of three main phases, the technique of carving, painting and moving the motif, perfecting the carved forms, in which the three demains were concurently involved, although focus was given on the pshicomotoric domain. Second, the implementation of high-touch component was seen in the form of friendship, harmony, warmness, honesty and reinforcement. The high-tech components included the oral materials as the pillar of learning, the method (demonstration, question and answer, discussion, and study tour), the display tool, and evalution. It was also disclosed that the implementation of high-touch and high-tech components were not planned, but just incidentally given. Third, the education model of carving at the traditional workshops in Pandai Sikek was proposed in which the involvement of the workshop students were emphasized under the supervisor of the workshop leaders, the tutors, the tutor assistants, in every process of learning.

In conlusion, the learning process at the tradisional workshop in Pandai Sikek does not fully apply the educational principles one of which is that the learning is not well proposed before every learning process occurs. It can, be implied that the learning process focusses mainly on the transfer of the carving skill (skill using) which seems to neglect the educational and cultural values. For this purpose, it is suggested that the traditional workshop apply the educational principles in planning the process at the traditional workshops, so as to allow the development of the carving skills.