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All Journal Journal of Innovation and Research in Primary Education Multidisciplinary Indonesian Center Journal
Maturbongs, Lodovika
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Religion Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Other

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IMPLEMENTATION OF LOCAL CULTURE-BASED SCHOOL PROGRAMS IN PUBLIC HIGH SCHOOLS ACROSS MERAUKE REGENCY Maturbongs, Lodovika; Lestari, Slamet
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1427

Abstract

This study aims to determine (1) the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency. (2) the supporting factors for the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency. (3) the inhibiting factors for the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency. This study is a qualitative study. Data collection techniques used observation, interviews, and documentation. Data validity was verified using source triangulation and technical triangulation. Data analysis included data condensation, data presentation, and drawing conclusions. The results of this study are: (1) the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency is carried out through various activities, such as competitions, craft making, and art performances. (2) several supporting factors for the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency, such as support from educators, teachers, students, and parents. (3) There are several inhibiting factors in the implementation of local culture-based school programs in State Senior High Schools throughout Merauke Regency, such as the entry of foreign cultures, time management challenges, and so on.
Local Culture-Based Education as an Alternative Pedagogical Model in Indigenous Regions Maturbongs, Lodovika; Lestari, Slamet
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2645

Abstract

The preservation of local culture through education has become increasingly important in the context of globalization, particularly in culturally rich and peripheral regions such as Papua. This study aims to examine the implementation of local culture-based school programs in public senior high schools across Merauke Regency, focusing on forms of implementation as well as supporting and inhibiting factors. A qualitative approach with a multiple case study design was employed. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, extracurricular supervisors, and students from three public senior high schools. Data validity was ensured through source and method triangulation, and analysis followed the interactive model of data condensation, data display, and conclusion drawing. The findings reveal that local culture-based school programs are implemented through diverse models, including performance-based activities, curriculum-integrated projects, and holistic school culture approaches. Supporting factors include strong leadership commitment, culturally competent teachers, positive school culture, and community involvement, while inhibiting factors involve external cultural influences, limited resources, time constraints, and variations in teachers’ understanding. Notably, students demonstrated a strong preference for experiential and outdoor learning contexts when engaging with local culture. This study contributes to the discourse on culturally responsive education by providing empirical evidence from an indigenous context and highlights the importance of institutional integration and contextualized pedagogy in sustaining local culture-based education.
Co-Authors Slamet Lestari