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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Niken Larasati
Universitas Muhammadiyah Purwokerto
Education

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Transforming Javanese Culture-Based Character Values Through Language Literacy Practices in Elementary School Niken Larasati; Sriyanto Sriyanto; Anang Widhi Nirwansyah; Niken Larasati; Sriyanto Sriyanto; Anang Widhi Nirwansyah; Ana Andriani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.4

Abstract

Regional culture-based character education is important for students but is weakening amidst the shifting currents of globalization. This study aims to analyze the process of transformation of Javanese cultural values through language literacy practices in elementary schools. The research method is qualitative with an ethnographic design. Participants consisted of four teachers (T1–T4) and six students (S1–S6), selected purposively who were involved in Javanese language literacy activities at an elementary school in Cilacap area. Data were collected through observation, interviews, and document analysis. Data analysis was carried out according to Spradley's ethnographic steps, namely domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. Data were validated through triangulation of techniques and sources. The results of the study show that Javanese language literacy practices in elementary schools can transform Javanese culture-based character values. Teachers use children's stories, habituation songs, counting with a variety of languages, discussions, drama, and experience-sharing activities to shape students' characters. As a result, Javanese culture-based character values can be understood cognitively and developed into concrete actions in everyday life, such as (1) an attitude of andhap asor (humility) in interactions; (2) guyup rukun(cooperation) emerges during literacy activities and other learning activities; (3) tepa selira (empathy) is manifested in caring for friends; (4) politeness in language becomes a consistent habit; (5) ewuh pakewuh(tolerance) develops into the ability to accept differences in a real way; and (6) grapyak semanak (social intimacy) is increasingly visible through more open and confident relationships. Literacy acts as an initial trigger, and the school social environment becomes a space for actualizing values. The role of teachers, schools, and all parties is needed to support character transformation through creative, holistic, and contextual literacy.
IMPLEMENTASI PROGRAM “ARKA” DALAM PENGUATAN PENDIDIKAN KARAKTER MELALUI PROYEK EMPATI DAN REFLEKSI TERARAH DI SEKOLAH DASAR Niken Larasati; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16451

Abstract

This study aims to describe the design process, implementation, and impact of the ARKA Program (Aksi dan Refleksi) as a character education innovation in Grade IV of SD Negeri Gandrungmangu 01. The research was grounded in the gap between students’ cognitive understanding of character values and their internalization into real behavior, compounded by limited parental guidance at home. A qualitative approach with a single case study design was employed. Data were collected through participant observation, document analysis of daily reflection journals and weekly character checklists, unstructured interviews, and field notes, then analyzed using the interactive model of Miles, Huberman, and Saldana. The ARKA Program integrates two main components: Empathy Action, comprising concrete activities such as peer tutoring, collaborative group work, and classroom cleaning; and Character Reflection, consisting of daily journal writing guided by structured questions. Findings indicate that the program produced consistent positive behavioral changes across five character dimensions simultaneously, including social care, cooperation, responsibility, discipline, and self-confidence. These changes were marked by a motivational shift from external compliance toward intrinsic moral awareness, as reflected in students’ increasingly expressive and reflective journal narratives. The program’s effectiveness is explained through the synergy of Bandura’s social learning theory, Kohlberg’s moral development theory, Dewey’s reflective learning theory, Lickona’s character education framework, and Deci and Ryan’s self-determination theory. The ARKA Program proves to be a simple, contextual, and replicable innovation model for elementary school teachers.
Co-Authors Anang Widhi Nirwansyah Andriani, Ana Sriyanto Sriyanto Wildan Nurul Fajar