CULTURE-BASED CURRICULUM IMPLEMENTATION STRATEGIES FOR RESPONDING TO CULTURAL LAG IN EAST JAVA CULTURAL SCHOOLS
DOI:
https://doi.org/10.70412/itr.v5i2.380Keywords:
Cultural Curriculum, Cultural Lag, Cultural Education, Cultural SchoolAbstract
The implementation of a culture-based curriculum has become an important issue in East Java's education system in response to the growing phenomenon of cultural lag driven by global cultural influences. This study aims to analyze the urgency of implementing a culture-based curriculum, identify its implementation challenges, and explore strategies for strengthening cultural education in schools. A qualitative case study was conducted at SMPN 2 Jember, one of East Java's designated cultural schools, involving the vice principal for curriculum affairs, students, and parents as participants. Data were collected through in-depth interviews, direct observations, and document analysis and were analyzed using thematic analysis based on the Miles, Huberman, and Saldana model. The findings indicate that culture-based curriculum implementation strategies include integrating cultural values into the Pancasila Student Profile Strengthening Project (P5) and subject-based learning, enhancing teachers' cultural literacy, collaborating with local cultural communities, utilizing digital media, revitalizing extracurricular activities, and strengthening institutional policies. These findings suggest that implementing a culture-based curriculum has the potential to reinforce cultural education in schools as a strategic response to the phenomenon of cultural lag in East Java.
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