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All Journal Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter PAEDAGOGIE
Parhamah, Winda Pitriani
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Local Wisdom and Civic Virtue: The Ceprotan Tradition as a Model for Internalizing Pancasila Values in Indonesia Wilis, Roro; Wiratmoko, Dheny; Padang, Bonita; Parhamah, Winda Pitriani; Kinanti, Ajeng Diah
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.4

Abstract

This study investigates the Ceprotan tradition in Sekar Village, Donorojo District, Pacitan Regency, and its connection to Pancasila values, focusing on how character values are internalized to foster spiritual obedience and social harmony. Using a qualitative ethnographic approach, data were collected through interviews with village and community leaders, tradition participants, and direct observation of religious practices. Findings show how the Ceprotan tradition embodies the five pillars of Pancasila through collective community practices. Divinity is expressed as a symbol of gratitude to God and protection from evil, reflected in the community’s reverence for ancestors. Humanity is marked by respect for equal rights and the preservation of legendary narratives that shape social order. Unity manifests through strong solidarity and social cohesion. Democracy emerges from the community’s ability to adapt and modify rituals by consensus, while social justice is evident in the equitable division of labor, regardless of socioeconomic status. The internalization of these values occurs through four interconnected stages: social experience, emotional engagement, cultural reflection, and the transmission of values across generations. This research makes a significant scholarly and practical contribution by providing a culturally grounded framework for integrating Pancasila values into character education and civic development. It demonstrates that indigenous traditions, such as Ceprotan, are not merely cultural artifacts but active vehicles for strengthening national identity, shaping value-based community practices, and guiding policymakers to embed local wisdom in educational curricula and social programs.
Persepsi Guru tentang Literasi Sejarah di Era Disinformasi: Implikasinya terhadap Pembelajaran Sejarah Roro Wilis; Wilis, Roro; Jovanda, Reynaldy; Parhamah, Winda Pitriani; Imroah Laina Retno Mukti Kusuma; Hidayat, Syahrul
Paedagogie Vol 21 No 3 (2026): In Progress
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17427

Abstract

This study aims to analyze teachers' perceptions of historical literacy in the era of disinformation and their implications for the implementation of history learning. A qualitative approach with a multiple case study design was used to understand patterns and explore data in depth on the research subjects, namely history teachers and student representatives at SMA Negeri 6 Yogyakarta and SMA Negeri 9 Yogyakarta. Data collection was carried out through direct observation, in-depth interviews, and document analysis; while secondary sources were obtained from an inventory of indexed scientific articles relevant to the research topic. Data analysis was carried out using triangulation of sources and techniques. The results of the study indicate that a proper understanding of the concept of historical literacy can contribute to preparing students to be adaptive in the era of disinformation. History teachers at SMA Negeri 6 Yogyakarta and SMA Negeri 9 Yogyakarta define historical literacy not only as the ability to read and write, but also as the ability to analyze historical sources, verify and compare various pieces of information, and construct interpretations based on historical evidence. These perceptions have implications for the implementation of student-centered learning, the selection of contextual and controversial materials, and the use of authentic assessments oriented towards Higher Order Thinking Skills (HOTS).
Co-Authors Dheny Wiratmoko Imroah Laina Retno Mukti Kusuma Jovanda, Reynaldy Kinanti, Ajeng Diah Padang, Bonita Roro Wilis Syahrul Hidayat Wilis, Roro