<![CDATA[Character education in primary schools often prioritizes cognitive outcomes, leaving cooperation, anessential social character, with little contextual support, particularly where living cultural traditionscould serve as a learning medium. This study aimed to describe how bamboo music learning wasimplemented and how it fostered students’ cooperation character at SD YPK Getsemani Saporkren,Raja Ampat, Southwest Papua. A descriptive qualitative field study was conducted in July 2026. Datawere gathered through classroom observation, interviews with one classroom teacher and fivestudents, and documentation, and were analyzed through data reduction, data display, and conclusiondrawing. Trustworthiness was established through source and technique triangulation and memberchecking. The cooperation-assessment rubric and lesson plan were validated by an expert and judgedusable with minor revisions. Bamboo music learning was delivered in a structured sequence ofplanning, technique demonstration, group practice with instrument-role division, teacher guidance,and evaluation. Six cooperation behaviors emerged consistently across sources: mutual help,communication, task division, responsibility, respect for peers, and group cohesion. A supplementaryrubric applied to five second-grade students (n = 5) produced a mean score of 96.0, in the very goodcategory. Responsibility, discipline, self-confidence, and care for peers were also reported. Bamboomusic appears to be a promising medium for combining local cultural preservation with charactereducation, although the findings are limited to one school and a small group of informants.]]>
