Suriadi Ardiansyah, Yorman, Felia Siska

Integrasi Nilai-Nilai Budaya Lokal dalam Civics Education Curriculum: Upaya Menumbuhkan Kesadaran Multikultural Peserta Didik

Introduction

Integrasi nilai-nilai budaya lokal dalam civics education curriculum: upaya menumbuhkan kesadaran multikultural peserta didik. Integrasi nilai budaya lokal Sasak di kurikulum Pendidikan Kewarganegaraan. Tingkatkan kesadaran multikultural, karakter, toleransi, dan identitas lokal siswa melalui pembelajaran inovatif.

Abstract

This study aims to critically examine the integration of Sasak local cultural values into the Civic Education curriculum as a pedagogical strategy to foster students’ multicultural awareness at State Junior High School 1 Aikmel, East Lombok, West Nusa Tenggara. The local culture of the Sasak was selected due to its rich philosophical values that reflect social, religious, economic, aesthetic, political, and power dimensions making it highly relevant to character education. A descriptive qualitative method with an ethnographic approach was employed. Data were collected through participatory observations, in-depth interviews with teachers, students, and cultural figures, and documentation of traditional practices still preserved in the community. The findings reveal that local cultural values embedded in traditions such as srakala (birth ritual), besiru (social cooperation), drum beleq (traditional music), teacher (leadership figure), and paresean (symbol of strength and courage) can be contextually integrated into Civic Education materials. This integration makes learning more innovative, relevant, and meaningful, enabling students to grasp civic concepts in practical and experiential ways. Moreover, the approach cultivates students' character, particularly in tolerance, mutual respect, and openness toward cultural diversity. Learning grounded in local cultural values also enhances students’ active participation and nurtures democratic and inclusive classroom dialogue. In conclusion, integrating local cultural values into Civic Education is a strategic and innovative effort that not only builds multicultural awareness but also reinforces local identity and improves the quality of character education in a pluralistic and dynamic society.

Review

The study addresses a highly pertinent issue in modern education: the integration of local cultural heritage into formal curricula to foster civic values and multicultural awareness. By focusing on the rich Sasak local cultural values within the Civic Education curriculum at a specific junior high school in West Nusa Tenggara, the authors employ a robust descriptive qualitative method with an ethnographic approach. This allows for an in-depth exploration of how indigenous wisdom can enrich pedagogical strategies, making a significant contribution to discussions around culturally responsive education and identity formation in pluralistic societies. A key strength of this research lies in its empirical identification of specific Sasak cultural elements—such as *srakala* (birth ritual), *besiru* (social cooperation), and *paresean* (symbol of strength and courage)—and their practical applicability within Civic Education materials. The findings convincingly demonstrate how integrating these traditions not only makes learning more innovative and experientially relevant but also profoundly cultivates students' character, particularly in areas of tolerance, mutual respect, and openness towards cultural diversity. Furthermore, the study effectively highlights how this culturally grounded approach enhances active student participation and fosters a more democratic and inclusive classroom environment, thereby directly addressing the core objective of building multicultural awareness while simultaneously reinforcing local identity. While the abstract presents a compelling case for the benefits of this integration, future iterations of this work or subsequent research could potentially deepen the discussion by exploring the specific challenges encountered during the implementation process, such as teacher training needs, curriculum adaptation complexities, or potential resistance. Additionally, an elaboration on how the understanding of one's *own* local culture (Sasak) explicitly translates into a broader *multicultural awareness* towards *other* diverse cultures, beyond general tolerance, would strengthen the theoretical underpinnings. Considering the generalizability of these findings to other Indonesian regions with distinct local cultures, perhaps offering insights into adapting the methodology for different contexts, would also be a valuable extension to further solidify the paper's impact on national curriculum development and character education policy.

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