LOCAL WISDOM-BASED GAMIFICATION IN SOCIOLOGY LEARNING FOR CHARACTER EDUCATION
Abstract
Sociology learning plays a strategic role in cultivating social values and strengthening students' character. This study examined the implementation, potential, constraints, and student responses to local wisdom-based gamification in sociology learning. A descriptive qualitative approach was used at State Senior High School 1 Kepanjen, Malang Regency, East Java. Participants comprised thirty tenth-grade students, one sociology teacher, and a curriculum representative selected purposively. Data were collected through participant observation, in-depth interviews, document analysis, and a student response questionnaire. The data were analyzed through reduction, display, conclusion drawing, and verification. The findings indicate that local-culture quizzes, point systems, group missions, and culturally grounded scenarios increased attention, collaboration, and conceptual understanding. Most students considered the learning more engaging, easier to understand when connected to local culture, and more motivating because of challenges and points. The approach also strengthened responsibility, cooperation, tolerance, curiosity, and cultural pride. Implementation was constrained by limited instructional time, teacher readiness, supporting facilities, and the availability of local materials. Local wisdom-based gamification therefore provides a contextually relevant strategy for integrating sociology learning with character education.