Building Students’ Characters by Integrating Local Cultural Values into Social-Emotional Learning

Abstract

Social-emotional learning linked to local cultural values will be more meaningful to students. In this learning process, students are not only taught social-emotional competencies but cultural values are also introduced to support their understanding of the subject matter. In this discussion, the integration of local cultural values in the form of Tamansiswa educational teachings and other teachings based on Javanese culture with the learning of social-emotional competencies based on the CASEL 5 framework is discussed. The competencies include self-awareness, self-management, social awareness, relationship skills, and responsible decision making In the practice of social-emotional learning in schools, teachers are advised to explore local cultural values that are appropriate for the region or country in which they teach. Integrating these cultural values is very significant for students as it can help them understand and master the social-emotional competencies being taught while understanding their own culture. Some examples of Tamansiswa educational teachings and other teachings in Javanese culture discussed in this paper are Tri-N (Niteni, Niroake, Nambahi), Tringa (Ngerti, Ngrasa, Nglakoni), Neng-Ning- Nung-Nang, Asah, Asih, Asuh, Tri-Ko, Mong Kinemong, Tepa Selira, Crah Agawe Bubrah, Rukun Agawe Santosa, Ana Catur Mungkur, and Aja Mung Syokur Payu. We hope these examples can inspire other teachers to explore local cultural values relevant to their own regions.

Keywords: social-motional learning, social-emotional competence, local cultural values, Tamansiswa educational teaching, CASEL 5