<![CDATA[This study aims to analyze the process of transmitting multicultural knowledge and values, the forms of community participation, and the sustainability challenges of the Saulak Tradition in Kampung Mandar, Banyuwangi Regency. Utilizing a descriptive qualitative approach, data were gathered through participatory observation, in-depth interviews with key informants (Pasilli, youth, and community leaders), and documentation, analyzed while considering validity through triangulation. The research findings demonstrate that the Saulak Tradition functions as a community-based intergenerational pedagogical space (community-based education). Multicultural knowledge and values are taught through active participation (situated learning) across the ritual proceedings. This study identifies the internalization of democratic values (through deliberative practices), humanism (through mutual cooperation and respect for human dignity), as well as tolerance and pluralism (manifested through the participation of non-Mandarese ethnicities, such as the Javanese and Madurese). Although the sustainability of this value transmission faces challenges from modernization, technological disruption, youth mobility, and religious misunderstandings, it persists due to collective cultural-spiritual bonds. The theoretical implications of this study emphasize that multicultural competence is a community-based capability learned contextually through engagement in meaningful social practices. Penelitian ini bertujuan untuk menganalisis proses pewarisan pengetahuan dan nilai-nilai multikultural, bentuk partisipasi masyarakat, serta tantangan keberlanjutan Tradisi Saulak di Kampung Mandar, Kabupaten Banyuwangi. Menggunakan pendekatan kualitatif deskriptif, data diperoleh melalui observasi partisipatif, wawancara mendalam dengan informan kunci (Pasilli, pemuda, dan tokoh masyarakat), serta dokumentasi, yang dianalisis dengan mempertimbangkan keabsahan triangulasi. Temuan penelitian menunjukkan bahwa Tradisi Saulak berfungsi sebagai ruang pedagogis intergenerasional berbasis masyarakat (community-based education). Pengetahuan dan nilai multikultural diajarkan melalui partisipasi aktif (situated learning) dalam rangkaian ritual. Studi ini mengidentifikasi terinternalisasinya nilai demokrasi (melalui musyawarah), humanisme (melalui gotong royong dan pemuliaan harkat manusia), serta toleransi dan pluralisme (yang terwujud dari partisipasi etnis non-Mandar seperti Jawa dan Madura). Keberlanjutan transmisi nilai ini dihadapkan pada tantangan modernisasi, disrupsi teknologi, mobilitas pemuda, dan benturan pemahaman keagamaan, tetapi tetap bertahan berkat ikatan kultural-spiritual kolektif. Implikasi teoretis penelitian ini menegaskan bahwa kompetensi multikultural merupakan kapabilitas berbasis komunitas yang dipelajari secara kontekstual melalui keterlibatan dalam praktik sosial bermakna.]]>
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