Analisis Model Pengembangan Budaya Sekolah Berbasis Kearifan Lokal Sasak pada Sekolah Menengah di Lombok Timur
DOI:
https://doi.org/10.29408/jhm.v12i3.34518Keywords:
Sasak local wisdom, tindih, maliq–merang, sangkep, school leadershipAbstract
This study aims to analyze Sasak local wisdom values as a foundation for developing school culture, describe the internalization of these values through intracurricular, co-curricular, and extracurricular programs, and identify behavioral changes and challenges in their implementation. The study employed a qualitative approach with a case study design at a junior secondary school in East Lombok, Indonesia, categorized as a Sekolah Penggerak (Transformative School). Informants were purposively selected and included Sasak cultural practitioners, the principal, vice principal, student organization advisor, teachers, students, and the school committee. Data were collected through in-depth interviews, non-participant observations, document analysis, and audiovisual documentation. Data were analyzed thematically through data reduction, data display, and conclusion drawing, while data trustworthiness was strengthened through source, technique, and time triangulation and member checking. The findings reveal that the development of school culture based on Sasak local wisdom forms an interconnected value structure. Tindih functions as a philosophical foundation that guides students toward being proper, obedient, diligent, good, and pious through exemplary behavior, habituation, and intracurricular learning. Maliq–merang functions as a moral support system through school regulations, academic and non-academic rules, and co-curricular activities that encourage self-control and positive behavior. Sangkep represents the practical manifestation of cultural values through deliberation, student organizations, scouting, arts, and other extracurricular activities that foster participation and cooperation. School leadership functions as a connecting mechanism that translates cultural values into policies, exemplary practices, habituation, and decision-making processes. These findings generate an empirical-conceptual model demonstrating that school culture based on local wisdom is not established merely through cultural symbols or ceremonial activities, but through the transformation of cultural values into consistent, repetitive, and integrated practices within everyday school life.
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