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All Journal Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan
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.
Multicultural Education Based on Local Tradition of Selametan in History Learning Practice Wilis, Roro; Kinanti, Ajeng Diah; Parhamah, Winda Pitriani; Pratama, Aldi Hendra
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 10 No 1 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v10i1.33018

Abstract

Radicalism remains a threat in Indonesia, where extreme views are rooted in a misguided understanding of diversity. History lessons at State Senior High School 9 in Yogyakarta adopt a multicultural education approach to promote understanding of diversity by introducing local Javanese traditions, such as selametan, through an inclusive model. This study explores how history education at State Senior High School 9 in Yogyakarta integrates the material taught with multicultural values to promote tolerance and inclusiveness. This study uses a qualitative case study method at SMA Negeri 9 Yogyakarta, with data collection techniques including observation, in-depth interviews, and document analysis. The sampling technique used is purposive sampling, involving several subjects, including the Deputy Principal for Curriculum, Deputy Principal for Facilities and Infrastructure, history teachers, and representatives of 10th grade students at SMA Negeri 9 Yogyakarta. Data validity and reliability were obtained through data triangulation techniques and analyzed using an interactive model. The research findings show that integrating history material with the local Javanese tradition of selametan is an effective way to foster tolerance and cooperation among students from diverse backgrounds. This strategy involves a collaborative Project-Based Learning (PjBL) model, demonstration methods, and class discussions to provide an understanding of diverse perspectives and encourage students to get used to living side by side. In this context, a school culture that accommodates student diversity also plays a crucial role in creating an inclusive and fair learning environment.
Co-Authors Dheny Wiratmoko Kinanti, Ajeng Diah Padang, Bonita Pratama, Aldi Hendra Wilis, Roro