<![CDATA[This study aims to reconstruct the local values embedded in the Sedekah Bumi tradition in Gaji Village by employing the Tri Hita Karana concept as an interpretive framework to formulate a conceptual ethnopedagogical framework for character strengthening through Guidance and Counseling (G&C) services. The study employed a qualitative approach with an ethnopedagogical perspective. Data were collected through participant observation, in-depth interviews, and documentation involving traditional leaders, community leaders, school counselors, students of MTs Sultan Fatah Demak, and local community members. The data were analyzed interactively through data reduction, data display, and inductive conclusion drawing, while data trustworthiness was established through triangulation, member checking, and prolonged observation. The findings indicate that the Sedekah Bumi tradition embodies religious-spiritual, social, and ecological values, which were interpretively reconstructed by the researchers into the three dimensions of Tri Hita Karana: parahyangan, reflected in gratitude and the strengthening of spiritual relationships; pawongan, reflected in mutual cooperation, tolerance, empathy, and social responsibility; and palemahan, reflected in environmental care and respect for nature. Students’ involvement in cultural practices provides a potential contextual setting for introducing and facilitating the meaning-making of these values. Based on the reconstruction findings, this study formulates a conceptual framework for ethnopedagogically oriented G&C services that integrates the values of Sedekah Bumi into basic, responsive, and developmental services. This framework represents a conceptualization derived from qualitative findings and is not intended to be considered a model that has undergone systematic development, validation, or effectiveness testing. The findings provide a theoretical contribution to the development of culturally responsive G&C services and offer an alternative framework for utilizing local wisdom as a contextual resource for character education in schools.]]>
