The Study of the Didactic Values in the Folklore of the Origin of Boyolali Regency Name

International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue II, February 2021 | ISSN 2321–2705

The Study of the Didactic Values in the Folklore of the Origin of Boyolali Regency Name

Ira Prihapsari, Andayani, Sarwiji Suwandi
Department of Indonesian Language Education, Universitas Sebelas Maret, Indonesia

Abstract: The study of values in folklore can be used as a medium to educate and teach. This study aims to explain the content of didactic values in the folklore of the origin of Boyolali Regency name. Through the analysis of the characters in the folklore of the origin of Boyolali Regency name, it was found the didactic values covering religious and social aspects. Meanwhile, the religious aspect is the value of didactic repentance and devout worship, while the social aspect is the value of didactic patience, sharing, hospitality, forgiveness, and admitting mistakes. This research was qualitative and used ethnographic strategies. Additionally, the data was obtained from observation, interviews, and analysis of documents. The didactic value content was obtained from the attitudes and behaviors of the figures Ki Ageng Pandanarang, Sunan Kalijaga, and the rogues.

Keywords: didactic value, folklore, the origin of the name of Boyolali Regency.

I. INTRODUCTION

Folklore is an oral tradition that is spread orally through generations (Vansina, 1958: 3). Beckwith (in Baker, 1992: 10) explains that folklore reflects culture, which is the embodiment of art that explores history in a particular culture. Folklore reflects the habits of society. In line with this, the development of folklore in a region is used as a guide to society’s lives. Folklore contains values that can be used as guidance for people’s lives. Bazimaziki et al. (2019), in their research, found that folklore can describe human life that can be used to convey important messages.
In applying the values or life arrangement, society often performs rigidly. For example, parents tend to give their children orders about things they should do and things that should be left, so a child feels that others too much organize his or her life. The rigid pattern of teaching indeed makes a child reluctant to apply these values in daily life. It takes subtle ways to teach the values of life; one of them is through folklore.
Folklore can be used as a medium to introduce the values of life and social arrangement. Harits (2017) states that folklore is used as a means of didacticism that can convey one community’s values, such as social, historical, religious, and moral values. Through the introduction of folklore, a person can analyze the character of the character in the story. Furthermore, he/she can exemplify the characters in folklore to be applied in daily life.

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