Strategy for Strengthening Character Education Based on Sasak Local Wisdom in Senior High Schools of West Lombok Regency

Djarot Pamungkas; Haikal Akbar

doi:10.70716/jess.v3i1.533

Authors

Djarot Pamungkas Indonesian Language and Literature Education, Faculty of Teacher Training and Education, Mandalika University Mataram, Indonesia
Haikal Akbar Department of Educational Foundations and Humanities, Faculty of Education, Universiti Malaya, Malaysia

DOI:

https://doi.org/10.70716/jess.v3i1.533

Keywords:

character education, local wisdom, Sasak culture, mixed methods research, senior high school education

Abstract

This study examines strategies for strengthening character education based on Sasak local wisdom in senior high schools of West Lombok Regency. The research is grounded in the assumption that character education becomes more effective when moral values are integrated with students’ cultural context. Many character education programs remain normative and lack practical relevance, resulting in limited impact on students’ behavior and cultural awareness. This study addresses that gap by focusing on the strategic integration of Sasak local wisdom into school-based character education. The research employed a mixed methods approach with a sequential explanatory design. Quantitative data were collected through questionnaires distributed to students and teachers to measure the level of character education implementation and the integration of Sasak local wisdom. Qualitative data were obtained through interviews, observations, and document analysis to explore strategies, experiences, and institutional practices. Data integration was conducted at the interpretation stage to provide a comprehensive understanding of the findings. The results show that character education implementation in senior high schools is at a moderate level. Moral integrity and discipline are emphasized more strongly than cultural awareness. Integration of Sasak local wisdom occurs mainly through school culture and informal practices rather than structured lesson planning. Statistical analysis indicates a positive relationship between the integration of Sasak local wisdom and students’ character outcomes, particularly cultural awareness and social cooperation. Qualitative findings reveal that contextual learning, strong school culture, teacher cultural literacy, and institutional support are key factors in effective implementation. The study concludes that character education based on Sasak local wisdom is effective when implemented systematically and strategically. Integrating local wisdom into curriculum design, teaching practices, and school culture can strengthen students’ moral development and cultural identity in a sustainable manner.

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