Lola Ananda, Nurulanningsih Nurulanningsih, Joyce Nsiah Asante, Nabia Manzoor Shah

Reviving Local Wisdom: Teaching Social Values through Lampung in Indonesian Education

Introduction

Reviving local wisdom: teaching social values through lampung in indonesian education. Explore how Lampung folklore, Legenda Lubuk Sendawali, teaches social values like compassion, responsibility & harmony. This study enriches character education in Indonesia, offering insights for the Merdeka Curriculum.

Abstract

This study explores the integration of social values in the Lampung folklore Legenda Lubuk Sendawali by K. Usman, and its potential in character education. This study uses a naturalistic qualitative approach with data analysis techniques using content analysis. Data were collected through documentation and analyzed in depth. The results showed 53 findings of social values categorized into compassion, responsibility, and harmony in life. The values of compassion include devotion (2 findings), helping each other (15 findings), loyalty (9 findings), and caring (15 findings). The values of responsibility include a sense of belonging (3 findings), discipline (2 findings), and empathy (4 findings). The values of harmony in life include justice (1 finding) and cooperation (2 findings), while the values of democracy and tolerance were not found. The novelty of this study lies in the in-depth study of social values in Lampung folklore, which have rarely been studied in previous studies. This study enriches the understanding of local cultural heritage and provides new insights into how traditional narratives can support character education. The findings of this study have significant implications for character education, especially in implementing the Merdeka Curriculum. Educators can create more engaging, context-based learning that promotes social, moral, and cultural values by integrating folktales into language learning.

Review

The study, "Reviving Local Wisdom: Teaching Social Values through Lampung in Indonesian Education," addresses a highly pertinent topic in contemporary education: the integration of traditional narratives for character development. Focusing on the Lampung folklore *Legenda Lubuk Sendawali*, the authors employed a naturalistic qualitative approach with content analysis to meticulously identify embedded social values. The research yielded 53 distinct findings, categorised under compassion, responsibility, and harmony in life, including specific values like helping each other, loyalty, discipline, and cooperation. Notably, the study reports the absence of democracy and tolerance within the analyzed text, a finding that warrants further consideration. The authors position this work as novel due to its in-depth focus on rarely studied Lampung folklore, aiming to enrich local cultural understanding and inform character education. This paper makes a valuable contribution by demonstrating the rich potential of local wisdom, specifically Indonesian folklore, as a robust resource for character education. The meticulous identification and categorization of social values provide educators with a tangible framework for integrating traditional narratives into the curriculum. This is particularly relevant given the emphasis on context-based learning and character building within Indonesia's Merdeka Curriculum. By offering concrete examples of values such as devotion, empathy, and justice derived directly from cultural heritage, the study provides a compelling argument for moving beyond generic moral instruction towards culturally resonant pedagogical approaches that foster social, moral, and cultural competencies in students. While the study presents compelling findings, a deeper exploration of certain aspects would enhance its scholarly impact. The abstract's mention of 53 findings, though impressive in quantity, would benefit from a more qualitative discussion of *how* these values are portrayed and exemplified within the folklore, rather than just a quantitative count. Furthermore, the absence of "democracy" and "tolerance" as found values is intriguing; the paper should critically discuss the implications of this omission for character education in a modern, diverse society, perhaps exploring whether this reflects the historical context of the folklore, the specific analytical lens, or a genuine gap. A more detailed elaboration on the "in-depth study" aspect and the practical application of these findings beyond a general recommendation for integration would also strengthen the paper's contribution to both academic discourse and pedagogical practice.

Full Text

Comments

You need to be logged in to post a comment.