Implementasi Kurikulum Muatan Lokal Pendidikan Karakter Berbasis Budaya Siri’ Pada Siswa Sekolah Dasar di Kabupaten Bone
DOI:
https://doi.org/10.30605/jsgp.9.3.2026.9715Keywords:
Character Education, Local Content Curriculum, Siri' CultureAbstract
Character education in elementary schools often faces challenges due to its conventional and incidental implementation, leading to low moral retention among students. This study aims to examine the implementation of a local content character education curriculum based on the Buginese Siri' culture at an elementary school in Bone Regency, explicitly exploring its implementation patterns, teacher challenges, and internalized values. This study employed a qualitative approach with a Grounded Theory design. Data were collected at SD Negeri 185 Mario through in-depth interviews, direct observations, and documentation involving the principal, a fifth-grade teacher, and students, and were analyzed systematically using open, axial, and selective coding. The findings reveal a significant pedagogical shift from spontaneous, teacher-centered moral lectures which often resulted in student boredom and time allocation conflicts to a structured curriculum utilizing specific textbooks and audio-visual media. This student-centered approach successfully transformed abstract philosophical concepts into practical ethical boundaries. Furthermore, the study confirmed the successful internalization of three core Siri' values in students' daily behavior: Masiri' (ethical awareness and constructive shame for wrongdoing), Sipakatau (humanizing and respecting peers during social interactions), and Sipakalebbi (honoring others through collaborative classroom agreements). The findings suggest that integrating Siri’ cultural values into a structured local content curriculum can provide a contextual framework for character education and support the manifestation of local cultural values in students’ everyday classroom practices.
References
Character education in elementary schools often faces challenges due to its conventional and incidental implementation, leading to low moral retention among students. This study aims to examine the implementation of a local content character education curriculum based on the Buginese Siri' culture at an elementary school in Bone Regency, explicitly exploring its implementation patterns, teacher challenges, and internalized values. This study employed a qualitative approach with a Grounded Theory design. Data were collected through in depth interviews, direct observations, and documentation at SD Negeri 185 Mario, and were analyzed systematically using open, axial, and selective coding. The findings reveal a significant pedagogical shift from spontaneous, teacher centered moral lectures which often resulted in student boredom and time allocation conflicts to a structured curriculum utilizing specific textbooks and audio-visual media. This student-centered approach successfully transformed abstract philosophical concepts into practical ethical boundaries. Furthermore, the study confirmed the successful internalization of three core Siri' values in students' daily behavior: Masiri' (ethical awareness and constructive shame for wrongdoing), Sipakatau (humanizing and respecting peers during social interactions), and Sipakalebbi (honoring others through collaborative classroom agreements). In conclusion, institutionalizing local wisdom into a structured formal curriculum effectively overcomes the dysfunction of conventional character education, fostering a more engaging and impactful moral development for elementary students.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Muh. Taufiq Halim, Umi Ayu Lestari, Iki Yusran, Irawati Safitri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
