<![CDATA[Penelitian ini bertujuan untuk menganalisis implementasi nilai Kula Babong dalam bahan ajar Ilmu Pengetahuan Sosial (IPS) serta kontribusinya terhadap pengembangan sikap demokratis siswa di SMP Muhammadiyah Waipare, Nusa Tenggara Timur. Kajian ini dilakukan untuk mengisi keterbatasan penelitian mengenai integrasi spesifik kearifan lokal masyarakat Sikka ke dalam perangkat pembelajaran IPS guna mengatasi peluruhan nilai musyawarah dan meningkatnya kecenderungan individualistis siswa di sekolah. Menggunakan pendekatan kualitatif studi kasus, data dikumpulkan melalui observasi kelas, dokumentasi bahan ajar, serta wawancara mendalam kepada informan kunci yang meliputi 1 orang guru IPS, 1 kepala sekolah, dan 8 siswa kelas VII yang dipilih secara purposive. Keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa nilai Kula Babong telah diinternalisasikan secara kontekstual melalui diskusi kelompok, namun keberadaannya dalam bahan ajar cetak masih bersifat implisit. Hal ini menyebabkan pemahaman nilai siswa masih terbatas pada aspek kognitif-praktis. Praktik pembelajaran tersebut memberikan kontribusi positif terhadap manifestasi sikap demokratis siswa, terutama pada aspek toleransi dan partisipasi. Namun, dinamika perubahan perilaku demokratis siswa teridentifikasi belum merata akibat pengaruh kepribadian siswa yang introvert dan adanya dominasi akademik dalam kelompok. Bab Interaksi Sosial dan Keberagaman Budaya diidentifikasi sebagai materi paling potensial untuk integrasi nilai Kula Babong secara eksplisit. Penelitian ini menyimpulkan bahwa penguatan karakter demokratis berbasis budaya lokal memerlukan pengembangan bahan ajar yang terstruktur serta manajemen kelas yang lebih inklusif. Implementation of the “Kula Babong” Value in Social Studies Teaching Materials and its Implications for the Democratic Attitudes of Students at Muhammadiyah Waipare Middle School Abstract This study aims to analyze the implementation of Kula Babong values in Social Studies (IPS) instructional materials and its contribution to the development of students' democratic attitudes at SMP Muhammadiyah Waipare, East Nusa Tenggara. This research addresses a gap in the literature regarding the specific integration of Sikka local wisdom into Social Studies teaching tools to mitigate the erosion of deliberative values and increasing student individualism in schools. Utilizing a qualitative case study approach, data were gathered through classroom observations, instructional material documentation, and in-depth interviews with key informants, including 1 Social Studies teacher, 1 school principal, and 8 seventh-grade students selected through purposive sampling. Data trustworthiness was ensured via source and technique triangulation. The results indicate that Kula Babong values have been contextually internalized through group discussions, yet their explicit inclusion in printed instructional materials remains limited. Consequently, students' value comprehension is constrained to cognitive-practical dimensions. Nonetheless, these teaching practices positively contribute to the manifestation of students' democratic attitudes, particularly regarding tolerance and participation. However, identified behavioral shifts toward democracy were uneven due to introverted student personalities and academic dominance within groups. The "Social Interaction" and "Cultural Diversity" chapters were identified as the most viable units for explicit integration of Kula Babong values. This study concludes that strengthening culture-based democratic character requires structured instructional materials and more inclusive classroom management.]]>
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