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All Journal Proceeding of International Conference on Humanity Education and Society
Siti Hamidahtur Rofi’ah
Universitas Islam KH. Achmad Muzakki Syah, Jember, Indonesia
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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PROGRAM KAMIS BUDAYA SEBAGAI PEMBELAJARAN MULTIKULTURAL BERBASIS KEARIFAN LOKAL DI PENDIDIKAN DASAR Siti Hamidahtur Rofi’ah; Faridatul Hasanah; Titin Mariatul Qiptiyah
International Conference on Humanity Education and Society (ICHES) Vol. 5 No. 1 (2026): The 5th International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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Abstract

In the era of increasingly massive digitalization and globalization, elementary school students face serious challenges in the form of weakening humanitarian values and local cultural identity. This condition emphasizes the urgency of implementing inclusive learning that not only guarantees access to learning for all students but also strengthens humanist Islamic values from an early age. This study aims to examine the implementation of the Thursday Cultural Program as a form of inclusive learning based on local wisdom in strengthening humanist values and cultural identity of students. The study used a qualitative approach with a case study design implemented at Seputih 01 Mayang Public Elementary School. Data were collected through interviews with theprincipal, teachers, and students, observations of school activities, and program documentation. The results show that the Thursday Cultural Program, through the obligation to wear traditional clothing every Thursday, is able to create an inclusive, participatory, and equitable learning climate. This program not only functions as a cultural preservation but also serves as a medium for internalizing humanist Islamic values, such as mutual respect (tasāmuh) among students, justice and equality in learning treatment ('adl), and social concern and empathy (rahmah). Despite initial challenges related to parental readiness and adjustments to teacher dress codes, the support of the entire school community was a key factor in the program's sustainability. These findings imply the importance of integrating local wisdom as an inclusive learning strategy to strengthen character education, humanitarian values, and cultural resilience in students in the digital age.
Co-Authors Faridatul Hasanah Titin Mariatul Qiptiyah