International Journal of Engineering Business

and Social Science

Vol. 1 No. 04, April 2023, pages: 300-307

e-ISSN: 2980-4108, p-ISSN: 2980-4272

https://ijebss.ph/index.php/ijebss

300

A Concept: Ethnopedagogical-Based Character Educational Model

Of Elementary School Students

Nadila Dirgantari

, Isah Cahyani

Master of Elementary School, School of Postgraduate Studies,

Indonesian University of Education

E-mail: nadilad07@upi.edu

Submitted: 08-04-2023 Revised: 12-04-2023, Publication: 23-04-2023

Keywords

Abstract

Ethnopedagogy,

Excellent Character,

Model, Character

Education, Elementary

School

This study seeks to provide argumentative information regarding the urgency

of implementing an ethnopedagogical-based character educational model to

build superior character for elementary school students, to overcome the

challenges of character education in an increasingly anomalous and complex

globalization era, so that character education can become meaningful and have

a real impact on strengthening character superior students. This research was

conducted using a qualitative approach, with the literature study method and

data analysis. This research has resulted in the form of a superior character

vision that leads to moral character and performance character as a

representation of citizens who are inspired by the Indonesian nation and an

ethnopedagogical-based character educational model that is holistic because, in

addition to trying to realize inclusive character education in elementary

schools, the integration of efforts to strengthen superior character as well as the

preservation of local culture, also strengthened by the example of educators,

with not only the concepts and practices of ethnopedagogical-based but also the

preservation of local culture, through character building, becoming a civic

movement that strengthens the superior character of students in elementary

schools. The study results concluded that the ethnopedagogical-based character

educational model is adaptive to educational challenges and character learning

in the era of globalization, digitalisation, and the industrial revolution 4.0

because it accommodates visions, strategies and efforts to form superior human

beings. The character is also consistently based on Pancasila so that Indonesia

can reach the peak of its civilization.

for possible open access publication

under the terms and conditions of the Creative Commons Attribution (CC BY SA)

license (https://creativecommons.org/licenses/by-sa/4.0/).

Introduction

In elementary schools, character education is carried out pragmatically, ceremonially, and only in

Citizenship Education and Religious Education. The impact of this is the difficulty of realizing students who have

superior character. In fact, the superior character of students in elementary schools as young citizens needs to be

strengthened and realized in a sustainable and integrated manner so that the vision of a civil society based on

Pancasila and the 1945 Constitution can be realized in an inclusive manner in Indonesia. Referring to this,

applying an ethnopedagogical-based character education model in elementary schools has a strong urgency

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because it is considered good for the development of the superior character of students adaptively and holistically.

The existence of ethnopedagogy which reflects regional values and culture, still seems marginal in the curriculum

in elementary schools. Finally, the application of the concept and practice of character education in elementary

schools is comprehensively affected even though it has the capability to form superior character in students,

which includes performance character and moral character as a characteristic of character that must be owned by

every citizen in order to become a good person, smart, wise, and skilled (Seider et al., 2013).

Local wisdom that has capabilities is a reflection of ethnopedagogy which certainly has capabilities as a

means of character education to strengthen the superior character of students at the elementary school level.

Ethnopedagogy is also a means to preserve local culture as identity, national resilience, which is strategic in

realizing the civilization of the Indonesian nation. In concept and practice, character education in elementary

schools must be able to overcome the increasingly complex obstacles and challenges of globalization related to

the quality of values, morals, and character of citizens and the nation's civilization. Thus, the presence of an

ethnopedagogical-based character education model to build superior character in elementary schools is a new

concept and practice in character education in elementary schools to optimize students’ potential.

Basically, schools are formal education facilities, so it is strategic to realize character education for

students in an innovative, scientific, relevant, and sustainable way so that they can develop and build superior

character optimally and modernly (McGrath, 2022). This is supported by the opinion of Muassomah et al. (2020)

that character education innovations must be carried out consistently to be relevant to modernization and

committed to Pancasila as the ideology and philosophy of the Indonesian nation. The formation of this character

needs to be seen as important by all parties, especially the Tripusat Pendidikan, including schools, families and

communities. The vision and substance of character education must be contained in school subjects so that they

are inclusive, relevant and collaborative to strengthen the positive character of students democratically and

sustainably (Rusmana, 2019). The essence is to overcome the meaningless impression of character education in

elementary schools, to be more elaborative, fun, and inclusive, to shape the mentality and character of superior

students based on student awareness, to view the importance of the existence of ethnopedagogical-based character

education, and voluntarily strengthen superior character, which is supported by educator coaching so that it is

comprehensive.

Based on the arguments previously presented, it is emphasized that research on ethnopedagogical-based

character education models build the superior character of students in elementary schools containing a theoretical

orientation to examine and finalize an integrative, inclusive, quality, and sustainable character education model.

Moreover, not only the orientation of strengthening students' superior character, namely moral character and

performance character, or cultural preservation or ethnopedagogy, as a source and vehicle for character education,

but also to realize democratization, innovation, and collaboration on the concept and practice of character

education in elementary schools, Furthermore, practical orientation, not only realizing the inclusiveness of

character education in every subject in elementary schools, based on ethnopedagogy,

Previous research in this research is from (changwoo, 2018), entitled "Conceptualization of Civic

Character and Some Implications for Practitioners", emphasizes the urgency of innovation in character education

to overcome the moral and character problems of young citizens, which are increasingly anomalous, then looking

at quality character education is innovative, and a commitment to the nation’s personality. This substance

emphasizes that the ethnopedagogical-based character education model for building superior character of students

in elementary schools is a renewal, so that character education in elementary schools becomes more qualified and

inclusive, to shape students so that they become intelligent and civilized young citizens.

Materials and Methods

This research was completed based on a quantitative approach, with the characteristics of literature

studies, to examine and reflect on the ethnopedagogical-based character education model to build the superior

character of students in elementary schools, namely moral character and performance character, as well as to

realize an implicit orientation, namely, cultural preservation, local culture, and to implement the civic moral

movement in elementary schools that strengthen the superior character of students. Substantively, the sources of

this research are divided into two categories, first, scientific journals because they have qualified validity values,

so they can become academic studies and reflections for researchers to complete this research; second, books

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and documents, as additional references, for minimize research errors, conceptually, as well as practically, so

that research can produce theoretical and practical contributions, comprehensively. Based on the results of this

study, the researcher seeks to change the stigma of character education in elementary schools, which is merely

ceremonial, also pragmatic, meaningless, also has positive benefits, on strengthening superior character, based

on ethnopedagogy or local culture to be holistic, inclusive and sustainable so that the vision of the superior

character and the preservation of local culture can be realized so that it becomes social capital in realizing the

civic moral movement and productive social movements that shape the superior character of elementary school

students. Data analysis is based on the Miles and Huberman Technique ( 2014), which confirms qualitative data

analysis: reduction, display, verification, or conclusion.

Results and Discussions

Substantively, the ethnopedagogical-based character education model includes efforts to develop a

superior character for elementary school students, which leads to performance character and moral character, so

that it becomes social capital in building smart and good young citizens. The Ethnopedagogical-based character

education model is an effort to realize democratization, integration and sustainability of character education in

elementary schools so that it does not become merely ceremonial and pragmatic education and learning but is

comprehensive and substantive based on national culture to form the superior character of elementary school

students, and the implied preservation of local culture. That essence is social capital to realize the civic moral

movement in elementary schools, which implements the vision of ethnopedagogical-based character education to

form students with superior character so that they have a qualified moral character and performance character as

representatives of intelligent and civilized citizens so that they can be involved active, in efforts to realize

national progress and the general welfare in an inclusive manner. Strengthening the character of humane and

skilled young citizens can be done in schools, as formal and humanitarian institutions, so that they become fully

human, because they understand and apply their rights and responsibilities, consciously and voluntarily, to realize

social empowerment (Lonto, 2019).

The ethnopedagogical-based character education model to build the superior character of students in

elementary schools includes efforts to form the moral character of students as an integrated part of superior

character because it reflects character, such as being honest, voluntary, humane, polite and courteous, tolerant,

humble, religious, democratic, inclusive and just, so that they reflect mature and wise citizens because they

reflect the ideology and culture of the nation. Moral character, or moral character, is an explicit competency that

every young citizen must own in order to become religious, humanist and responsible, it needs to be

accommodated through ethnopedagogical-based character education to build superior character because it

becomes a holistic model to overcome obstacles and challenges character education which is increasingly

anomalous and complex, due to globalization. Elementary school students who have a qualified moral character

will certainly avoid negative behaviour, such as bullying, thuggery, lying, disrespect for educators, and throwing

trash in its place, thus emphasizing the urgency regarding the formation of a qualified moral character as social

capital for life. Successful and meaningful, especially the characteristic of elementary school students is

imitating, because at a young age, educators and the elementary school academic community must be able to

represent qualified moral characters through their example so that they lead to quality moral character

habituation. The development of the positive character of young citizens needs to be practically implemented in a

formal education environment so that it is not limited to procedural education and minimal innovation. Character

education needs to be inclusive and integrative so that it is not burdened with moral education as well as

citizenship education (Berkowitz, 2022).

Furthermore, the ethnopedagogical-based character education model for building the superior character

of students in elementary schools, of course, also accommodates efforts to form student performance character

because it becomes an integrated part of the superior character so that the practice of citizen participation and

skills becomes more comprehensive. On the basis of performance character or performance, the character reflects

intelligent, skilled and competitive citizens because it leads to characters such as discipline, innovation,

collaboration, adaptability, high work ethic, communication, and qualified public speaking, to compete in this era

of modernization based on national identity. This substance emphasizes the importance of performance character

as an explicit character, which represents modern citizens, so it needs to be accommodated through

ethnopedagogic, modern and inclusive-based character education concepts and practices because without an

explicit orientation forming performance character, of course, efforts in building superior character of school

students fundamentals, will never be realized, especially in the era of globalization, not only good citizens are

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needed, but also smart and skilled. The concept and practice of character education need to consistently innovate

to be relevant to the needs and obstacles in the era of globalization. Character education innovations need to

accommodate inclusivity, participation, contextual, scientific and civilized learning so that it strengthens the

character of citizens, and is holistic because it is integrated into strengthening citizen skills (Harrison & Laco,

2022).

This substance emphasizes the importance of forming the superior character of students because it

reflects the moral character and performance characteristics as the qualifications of young citizens who are

aspired by the nation-state; the formation of this superior character can be realized through an ethnopedagogical-

based character education model in elementary holistic and inclusive. The superior character of students includes

mastery of aspects of knowledge, attitudes as well as qualified skills so that they become young adults who

understand and apply their rights and obligations in a committed and consistent manner, especially integrated

with ethnopedagogic studies, which accommodate the preservation and introduction of local culture to students.

The ethnopedagogical-based character education model for building the superior character of students in

elementary schools is the latest concept and practice to address moral and character problems that arise as a result

of the reality of globalization, which is increasingly anomalous and complex because, in that model, character

and ethnopedagogi education become integrated, so that character education accommodates national culture,

which is embodied in moral character and performance character, so that it has the qualifications of a modern

citizen, and preserves local culture. The concept of character education in elementary schools needs to

consistently innovate in modernization and digitalization so that it is relevant to the characteristics of the younger

generation. However, it requires a commitment based on national identity and culture to make character

education more comprehensive and innovative (Azizah & Suargana, 2022).

The existence of character education in elementary schools needs to be a strategic solution in

overcoming the moral decadence of the younger generation because it has the potential to damage national

identity and regional culture, as well as the social sensitivity of the younger generation so that it becomes a threat

to Indonesia's sustainability, the substance makes, concepts and practices must be comprehensive, integrative,

inclusive and scientific. This characteristic seeks to be represented through an ethnopedagogical-based character

education model to build superior character of students in elementary schools, in addition to realizing inclusivity

and integration in the concepts and practices of ethnopedagogical-based character education or local culture

because the essence of a superior character is explicitly having awareness and responsibility. morality to preserve

the nation's culture. Moral decadence is a serious problem that threatens the civility and unity of the Indonesian

nation, so it must be addressed in a preventive, humane and sustainable manner through moral education as well

as character education, which is inclusive, relevant and of high quality because the essence of character education

is to humanize humans (Listari, 2021). This problem further emphasizes the importance of innovation in

character education to form elementary school students who have superior character and then become citizens

who contribute positively to realizing a civic society, or Indonesian democratic society, based on the values of

Pancasila and the 1945 Constitution.

The ethnopedagogical-based character education model for building the superior character of students in

elementary schools is an innovation in character education and learning because it seeks to integrate character

education and ethnopedagogy as social capital and concrete steps in realizing young citizens who have superior

character. Substantively superior character reflects mastery of moral character and performance character that is

capable, including responsibility and volunteerism in preserving local culture, so it is relevant to the needs and

challenges of strengthening morals and character in an increasingly anomalous and complex globalization era.

Realizing the vision of an advanced nation-state will never be realized if it is not accompanied by strengthening

the character of citizens (civic character). These efforts must be accommodated in the educational curriculum,

government policies, and the sociocultural life of society (Hartono et al., 2018). In the context of civic character,

it is certainly relevant to the superior character of elementary school students because they have similarities in

forming the positive character of citizens. However, superior character explicitly includes moral character and

performance character.

Based on the argumentative information above, it certainly emphasizes the urgency of character

education innovation to build positive character based on Pancasila values and the 1945 Constitution as ideology,

philosophical basis, legal basis, and a representation of the great culture of the Indonesian nation. The

ethnopedagogical-based character education model for building the superior character of elementary school

students is an innovation in concepts and practices in character education, due to its integrative, inclusive, and

holistic nature, with logical rationalization, that is, in addition to containing the orientation of strengthening

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students' superior character, it also preserves local culture, as a civic virtue practice. Character education needs to

consistently transform into modernization and digitalization to foster the character of students so that they

become intelligent and civilized citizens, so the practice should not be limited to theoretical but also practical,

based on the example of educators and contextual learning, to develop empiricism of students (Jeynes, 2019).

This substance emphasizes that the ethnopedagogical-based character education model to build the superior

character of students becomes a new vision, strategy, and effort in building superior character of elementary

school students because it represents moral character as well as performance character, also explicitly includes

efforts to preserve local culture, as identity, resilience as well as Indonesia's national strength, so that it is

holistic, inclusive, integrative and sustainable.

Basically, the ethnopedagogical-based character education model to build superior character of students

seeks to realize the concept as well as the practice of character education that is inclusive, integrative, and holistic

because it is not limited to realizing efforts to strengthen moral character and performance character, but also

preserving local culture, which has religious, humanist, and empowered values, for the excellence of the

character of elementary school students. Preservation efforts are through the socialization and habituation of local

culture, in a broad sense, so that it is not limited to art but to all aspects of work, creativity, as well as human

initiative, including manners so that it is very helpful in realizing the superior character orientation of students.

The concept and practice of character education in Indonesia need to include the nation's culture and local

wisdom so that there are no imbalances in the vision in the form of citizens who are aspired by the state, with

concrete steps in the form of education policies and the national curriculum (Muhtarom, 2020). This substance

emphasizes the realization of character education in elementary schools and should not only be focused on

Religious Education is also Citizenship Education, but it must also be the responsibility of the task, all subjects in

elementary school because science is actually consistent in transforming goodness, truth, justice and prosperity, it

is necessary to view that science as an integrated part of character education.

The existence of local culture is, of course, seen as important in the ethnopedagogical-based character

education model to build superior character in students because education and culture cannot be separated, so

they must collaborate, in realizing a vision that is based on education as well as character learning, that is,

humanizing humans. This substance makes the concept and practice of character education need to be integrative

because it is not limited to embodying superior character but also preserving local culture, as Indonesia's national

identity, especially young citizens, who have nationalist, socially sensitive, and humanist characteristics, of

course, will also consciously voluntary in preserving local culture, which is not limited to traditions, arts and

local wisdom, but also manners. Character education and culture are integrated with nature, so not only is the

concept of character education based on national culture, but also character education must be able to form

citizens who have the character to preserve the nation's culture in a committed and consistent manner (Fadli,

2021). Integration of character education with ethnopedagogic, in an ethnopedagogical-based character education

model to build superior character of students, of course, accommodates the concept and practice of character

education based on national culture and contains environmental preservation through strengthening the superior

character of students because they have a moral character and performance character, qualified. They can

implement their rights and responsibilities in quality, as well as sustainable manner.

The ethnopedagogical-based character education model for building superior character of elementary

school students is certainly holistic because in addition to realizing inclusiveness in education and character

learning in elementary schools, which are not only focused on subjects of Religious Education and Citizenship

Education, as well as integration of efforts to strengthen superior character and preservation of local culture, is

also strengthened by the example of educators so that it is holistic. Substantively, the practice of character

education and learning in elementary schools must be accompanied by exemplary educators so as not to cause

inequality or anomalies, which make students apathetic towards character education, especially if what is

oriented is superior character, in the form of moral character and performance character, of course, it is

increasingly needed teacher's exemplary. Exemplary educators must accompany the implementation of character

education because, in the practice of character education, students will examine and reflect on the behaviour of

their educators as an objective assessment. The alignment of theory with the character education practices of

educators, of course, will further the success of character education goals (Sutisna et al., 2019). Holistic character

education will overcome the problem of character education, which is merely ceremonial, meaningless, and has

no real impact on strengthening the superior character of students, the reality of competition which is

increasingly open in the era of modernization, digitalization, as well as the industrial revolution 4.0, must be a

logical rationalization in strengthening the role of character education, so that elementary school students, as

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young citizens, can optimally develop their potential, so that they become winners and contribute positively to

efforts to realize Indonesian civil society.

These characteristics make the learning approach to an ethnopedagogical-based character education

model to build superior character of elementary school students more is democratic, exhilarating, as well as

participatory because it focuses on students as learning subjects, thus reflecting modern, scientific character

education and learning. Substantively, learning in the modern era must make students, as the main sources or

actors of learning, so that they are active, innovative and participatory, so that students are able to examine,

reflect, also develop learning materials and practices, especially ethnopedagogical-based character education, so

that are substantive, as well as comprehensive, must make students the centre of their learning. The concept and

practice of character education that is modern, humane, permanent and participatory must make students the

subject of learning so that they consciously also voluntarily apply the theory and study of character education in

their daily lives, making the role of the educator more of a mentor as well as a facilitator (Yusnita & Muqowim,

2020). Student-centred learning does not automatically eliminate the role or involvement of educators, because,

in modern and inclusive character education, its role is more as a guide, mediator, as well as a facilitator who

provides knowledge as well as a holistic example to students, so that the vision of forming a superior character

for students, can be realized efficiently, effectively and sustainably.

Ethnopedagogy studies on ethnopedagogical-based character education models to build superior

character for elementary school students provide views on the importance of the existence of character education

in Indonesia based on national culture and the urgency of preserving local culture, through character education

practices so that it is integrative, inclusive, and holistic. Moreover, national culture is the identity, strength, and

national resilience of the Indonesian people, represented by the values of Pancasila and the 1945 Constitution, the

concept and practice of character education in the era of modernization, digitalization, and the industrial

revolution 4.0. does not automatically eliminate the content of Indonesian national culture, which is embodied

through regional or local culture; the concept of character education that is modern and based on national culture

will further facilitate efforts to realize the superior character of elementary school students. Character education

innovation needs to be committed to the accommodation of national culture as a strategic source of character

education so that it is more comprehensive in forming competent citizens because, in addition to reflecting skills,

it also reflects positive character (Zuriah & Sunaryo, 2018). This substance emphasizes the ethnopedagogical-

based character education model to build superior character for elementary school students, is holistic in nature,

and is relevant to the challenges and obstacles regarding character strengthening in an increasingly anomalous

and complex globalization era, because apart from being committed to national culture, for the benefit of

education, as ethnopedagogic practices, are also consistent in forming moral character and performance

character, which explicitly include the preservation of local culture, through citizen volunteerism, for the

advancement and civility of the Indonesian nation.

Innovation and adaptation of character education in the era of globalization, accommodated in an

ethnopedagogical-based character education model to build superior character for elementary school students,

because it is inclusive, involving all subjects in elementary schools, holistic by unifying the concept of character

education which is progressive and conservative, then integrative, that is, ethnopedagogical-based character

education content, and character education to preserve national culture. The substance is to realize the superior

character of elementary school students because they reflect the aspirations of citizens aspired by the nation-state.

After all, it contains a moral character and a performance character. Implementing an ethnopedagogical-based

character education model needs to be substantive and comprehensive so that it is meaningful and has a real

impact on the progress of elementary school students. Holistic educational orientation needs to strengthen

citizens’ character as intelligent and moral beings to bring progress to their country. Adapting character education

to modernization, and the challenges of globalization is a strategy for realizing a transformative education that is

also relevant to empowering and shaping the positive character of citizens (Shields, 2011). This substance

emphasizes the ethnopedagogical-based character education model to build superior character for elementary

school students; besides being adaptive to educational needs as well as a character learning in the modernization

era, it is also consistent with Pancasila-based, as an ideology, philosophical basis, legal basis, as well as a

representation of the nation's culture, so that Indonesia reach the pinnacle of civilization.

Based on the argumentative information above, it certainly emphasizes that the ethnopedagogical-based

character education model for building superior character of elementary school students can realise inclusive,

integrative and holistic concepts and practices of character education and learning ability to realize the superior

character of elementary school students. Substantively, this model guarantees the practice of character education

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based on national culture, or ethnopedagogic, so that it is consistent with Pancasila and the 1945 Constitution;

even though innovation and adaptation of character education are being implemented, it also includes efforts to

preserve local culture or ethnopedagogic, through the socially sensitive and nationalist character of the

participants’ students so that this model is seen as capable of overcoming challenges and obstacles to character

education in the era of globalization, which is increasingly anomalous and complex. Character education needs to

be holistic, to overcome the moral decadence of the younger generation and solve character problems that arise as

a result of globalization, so character education must have an inclusive, participatory, as well as scientific

concept so that the potential of the younger generation as intelligent and moral human beings can develop

optimally (Model, n.d.). The ethnopedagogical-based character education model to build superior character for

elementary school students mandates students as learning subjects because it contains student-centred learning

principles so that students can examine, reflect, and develop superior character as a representative of the citizens

they aspire to by the Indonesian nation because it contains a moral character and performance character so that it

becomes a civic movement in schools that strengthens the superior character of students.

Conclusion

The concept and practice of character education in elementary schools must be able to overcome the

challenges and obstacles of globalization, which are increasingly anomalous and complex, because they are

related to the quality of values, morals and character of young citizens, as well as a national civilization, so the

ethnopedagogical-based character education model is to build the superior character of the participants. Students

in elementary schools is a new concept and practice in character education in elementary schools to optimize

students’ potential optimally, inclusively and sustainably. Superior character includes efforts to form, first, the

moral character of students, such as honest, voluntary, humane, polite and courteous, tolerant, humble, religious,

democratic, inclusive, and fair, then includes efforts to form, second, performance characteristics, such as smart,

skilled and competitive country, because it leads to characters, such as discipline, innovative, collaborative,

adaptive, has a high work ethic, is communicative, and has good public speaking, so that it represents the

superior character of elementary school students.

The ethnopedagogical-based character education model to build superior character for elementary

school students is, of course, holistic because, in addition to trying to realize inclusiveness in education and

character learning in elementary schools, it is not only focused on the subjects of Religious Education and

Citizenship Education, as well as the integration of character strengthening efforts. Excellence and preservation

of local culture, also strengthened by the example of educators, so that it is holistic, especially not only the

concept and practice of character education based on ethnopedagogic or national culture but also the

preservation of local culture, as an ethnopedagogic practice through character education, to become a civic

movement that strengthens superior character elementary school students. This substance emphasizes the

ethnopedagogical-based character education model to build superior character for elementary school students, in

addition to being adaptive to the needs and challenges of education as well as character learning in the era of

globalization, digitalization, as well as the industrial revolution 4.0, because it contains visions, strategies and

efforts to build superior character for students which leads to a moral character and performance character, is

also consistently based on Pancasila, as an ideology, a philosophical basis, a legal basis, as well as a

representation of the nation's culture, so that Indonesia can reach the peak of its civilization.

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