Integrating Local Culture in Elementary Social Studies for Character Formation in Rural Manggarai

Abstract

This qualitative case study examines how integrating Manggarai local cultural values into elementary Social Studies can provide a culturally grounded pathway for social-emotional learning (SEL) and student character formation. The study involved three private elementary schools in rural Manggarai Regency, three Social Studies teachers teaching Grades III, IV, and V, participating students, and three principals as supporting informants. Data were generated through two classroom-observation sessions in each school, semi-structured interviews, and document analysis, and then re-examined thematically through SEL-related dimensions while preserving the original empirical basis. Five interconnected themes emerged: cultural self-awareness and identity, social awareness and respect for others, relationship skills through cooperation and dialogue, responsible decision-making through deliberative practices, and emerging self-management. Local practices, including mutual cooperation, village deliberation, folklore, family traditions, traditional houses, clothing, and regional songs, created familiar contexts for students to discuss social values, exchange experiences, collaborate, and express cultural pride. Responsibility, mutual respect, tolerance, cooperation, and attachment to local identity were repeatedly visible as character-related manifestations across the themes. Self-management was less explicit than interpersonal dimensions and appeared mainly when teachers scaffolded attention, turn-taking, and participation. The findings position local culture not as supplementary content but as a pedagogical resource for contextualizing SEL within Social Studies and strengthening character-oriented learning. By connecting culturally familiar practices with classroom interaction, local culture enables students to develop social-emotional competencies through meaningful experiences rather than abstract instruction. The study highlights the potential of culturally grounded Social Studies to support character formation while maintaining students’ connection to Manggarai identity and community values. Keywords: Social-emotional learning, Local culture, Character education, Social Studies, Elementary school.