<![CDATA[ABSTRACT Lower-grade education requires an empirical bridge between theoretical understandings of civic norms and cultural experiences closely tied to students’ daily lives. This article captures in depth teachers’ pedagogical practices in implementing cultural and civic literacy, while mapping various supporting and inhibiting factors at UPTD SD Negeri 078493 Fadorosifulubanua. To uncover this reality, the field investigation was designed through a descriptive qualitative approach involving one school principal, three lower-grade teachers, and fifteen students as key informants, supported by initial observation data on thirty-one pupils. Information collection was carried out through the triangulation of observation techniques, in-depth interviews, and document review, which were subsequently filtered and verified through qualitative data condensation stages. Empirical findings indicate that the strengthening of such literacy is actualized through the integration of cultural values into instructional materials, daily role modeling, disciplinary habituation, and the introduction of local wisdom. Nonetheless, the implementation process still encounters obstacles regarding limited local learning media and variations in individual student characteristics. The study concludes that the effectiveness of instilling these values heavily relies on the availability of contextual learning resources and sustainable synergy between the school and families. ABSTRAK Pendidikan tingkat kelas rendah menuntut adanya jembatan empiris antara pemahaman teoretis mengenai norma kewargaan dan pengalaman kultural yang lekat dengan keseharian siswa. Artikel ini memotret secara mendalam praktik pedagogis guru dalam mengimplementasikan literasi budaya serta kewargaan, sekaligus memetakan beragam faktor pendukung dan penghambat di UPTD SD Negeri 078493 Fadorosifulubanua. Guna menguak realitas tersebut, penelusuran lapangan dirancang melalui pendekatan kualitatif deskriptif yang melibatkan satu kepala sekolah, tiga guru kelas rendah, dan lima belas peserta didik sebagai key informants, dengan didukung data observasi awal terhadap tiga puluh satu siswa. Pengumpulan informasi ditempuh lewat triangulasi teknik observasi, wawancara mendalam, serta bedah dokumen, yang kemudian disaring dan diverifikasi melalui tahapan kondensasi data kualitatif. Temuan empiris mengindikasikan bahwa penguatan literasi tersebut diejawantahkan lewat integrasi nilai kultural ke dalam materi ajar, keteladanan harian, pembiasaan disiplin, serta pengenalan kearifan lokal. Kendati demikian, proses implementasinya masih membentur kendala berupa keterbatasan media belajar setempat serta variasi karakteristik individu siswa. Konklusi studi menegaskan bahwa efektivitas penanaman nilai ini sangat bergantung pada ketersediaan sumber belajar yang kontekstual serta sinergi berkelanjutan antara pihak sekolah dan keluarga.]]>
