JRSSEM 2023, Vol. 02, No. 9, 2096 – 2108
E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494
DOI :
A CONCEPT: ETHNOPEDAGOGICAL-BASED CHARACTER
EDUCATIONAL MODEL OF ELEMENTARY SCHOOL
STUDENTS
Nadila Dirgantari
1
Isah Cahyani
2
1,2
Master of Elementary School, School of Postgraduate Studies, Indonesian University of
Education
*
e-mail: nadilad07@upi.edu, isahcahyani@gmail.com
*Correspondence: nadilad[email protected]u
Submitted
: March 26
th
2023
Revised
: April 14
th
2023
Accepted
: April 25
th
2023
Abstract: This study seeks to provide argumentative information regarding the urgency of
implementing an ethnopedagogical-based character educational model to build superior character
for elementary school students, to overcome the challenges of character education in an
increasingly anomalous and complex globalization era, so that character education can become
meaningful and have a real impact on strengthening character superior students. This research was
conducted using a qualitative approach, with the literature study method and data analysis. This
research has resulted in the form of a superior character vision that leads to moral character and
performance character as a representation of citizens who are inspired by the Indonesian nation
and an ethnopedagogical-based character educational model that is holistic because, in addition
to trying to realize inclusive character education in elementary schools, the integration of efforts
to strengthen superior character as well as the preservation of local culture, also strengthened by
the example of educators, with not only the concepts and practices of ethnopedagogical-based
but also the preservation of local culture, through character building, becoming a civic movement
that strengthens the superior character of students in elementary schools. The study results
concluded that the ethnopedagogical-based character educational model is adaptive to
educational challenges and character learning in the era of globalization, digitalization, and the
industrial revolution 4.0 because it accommodates visions, strategies, and efforts to form superior
human beings. The character is also consistently based on Pancasila so that Indonesia can reach
the peak of its civilization.
Keywords: Ethnopedagogy, Excellent Character, Model, Character Education, Elementary School.
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DOI :
INTRODUCTION
In elementary schools, character
education is carried out pragmatically,
ceremonially, and only in Citizenship
Education and Religious Education. The
impact of this is the difficulty of realizing
students who have superior character. The
superior character of students in
elementary schools as young citizens
needs to be strengthened and realized in a
sustainable and integrated manner so that
the vision of a civil society based on
Pancasila and the 1945 Constitution can be
realized in an inclusive manner in
Indonesia. Referring to this, applying an
ethnopedagogical-based character
education model in elementary schools
has a strong urgency because it is
considered good for the development of
the superior character of students
adaptively and holistically. The existence of
ethnopedagogy which reflects regional
values and culture, still seems marginal in
the curriculum in elementary schools.
Finally, the application of the concept and
practice of character education in
elementary schools is comprehensively
affected even though it can form superior
character in students, which includes
performance character and moral
character as a characteristic of character
that must be owned by every citizen to
become a good person, smart, wise, and
skilled (Seider et al., 2013).
Local wisdom that has capabilities is a
reflection of Ethno pedagogy which
certainly has capabilities as a means of
character education to strengthen the
superior character of students at the
elementary school level. Ethno pedagogy
is also a means to preserve local culture as
identity, and national resilience, which is
strategic in realizing the civilization of the
Indonesian nation. In concept and
practice, character education in
elementary schools must be able to
overcome the increasingly complex
obstacles and challenges of globalization
related to the quality of values, morals, and
character of citizens and the nation's
civilization. Thus, the presence of an
ethnopedagogical-based character
education model to build superior
character in elementary schools is a new
concept and practice in character
education in elementary schools to
optimize students’ potential.
Schools are formal education facilities,
so it is strategic to realize character
education for students in an innovative,
scientific, relevant, and sustainable way so
that they can develop and build superior
character optimally and modernly
(McGrath, 2022). This is supported by the
opinion of (Muassomah et al., 2020) that
character education innovations must be
carried out consistently to be relevant to
modernization and committed to
Pancasila as the ideology and philosophy
of the Indonesian nation. The formation of
this character needs to be seen as
important by all parties, especially the
Tripusat Pendidikan, including schools,
families, and communities. The vision and
substance of character education must be
contained in school subjects so that they
are inclusive, relevant, and collaborative to
strengthen the positive character of
students democratically and sustainably
(Rusmana, 2019). The essence is to
overcome the meaningless impression of
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character education in elementary schools,
to be more elaborative, fun, and inclusive,
to shape the mentality and character of
superior students based on student
awareness, to view the importance of the
existence of ethnopedagogical-based
character education, and voluntarily
strengthen superior character, which is
supported by educator coaching so that it
is comprehensive.
Based on the arguments previously
presented, it is emphasized that research
on ethnopedagogical-based character
education models builds the superior
character of students in elementary
schools containing a theoretical
orientation to examine and finalize an
integrative, inclusive, quality, and
sustainable character education model.
Moreover, not only the orientation of
strengthening students' superior
character, namely moral character and
performance character, or cultural
preservation or Ethno pedagogy, as a
source and vehicle for character education,
but also to realize democratization,
innovation, and collaboration on the
concept and practice of character
education in elementary schools,
Furthermore, practical orientation, not
only realizing the inclusiveness of
character education in every subject in
elementary schools, based on Ethno
pedagogy,
Previous research in this research is
from (정창우, 2018), entitled
"Conceptualization of Civic Character and
Some Implications for Practitioners",
emphasizes the urgency of innovation in
character education to overcome the moral
and character problems of young citizens,
which are increasingly anomalous, then
looking at quality character education is
innovative, and a commitment to the
nation’s personality. This substance
emphasizes that the ethnopedagogical-
based character education model for
building superior character of students in
elementary schools is a renewal, so that
character education in elementary schools
becomes more qualified and inclusive, to
shape students so that they become
intelligent and civilized young citizens.
MATERIALS AND METHODS
This research was completed based on
a quantitative approach, with the
characteristics of literature studies, to
examine and reflect on the
ethnopedagogical-based character
education model to build the superior
character of students in elementary
schools, namely moral character and
performance character, as well as to realize
an implicit orientation, namely, cultural
preservation, local culture, and to
implement the civic moral movement in
elementary schools that strengthen the
superior character of students.
Substantively, the sources of this research
are divided into two categories, first,
scientific journals because they have
qualified validity values, so they can
become academic studies and reflections
for researchers to complete this research;
second, books and documents, as
additional references, for minimize research
errors, conceptually, as well as practically,
so that research can produce theoretical
and practical contributions,
2099 | A Concept: Ethnopedagogical-Based Character Educational Model of Elementary
School Students
comprehensively. Based on the results of
this study, the researcher seeks to change
the stigma of character education in
elementary schools, which is merely
ceremonial, also pragmatic, meaningless,
also has positive benefits, on strengthening
superior character, based on Ethno
pedagogy or local culture to be holistic,
inclusive and sustainable so that the vision
of the superior character and the
preservation of local culture can be realized
so that it becomes social capital in realizing
the civic moral movement and productive
social movements that shape the superior
character of elementary school students.
Data analysis is based on the (Miles &
Huberman, 1984), which confirms
qualitative data analysis: reduction, display,
verification, or conclusion.
RESULTS AND DISCUSSION
Substantively, the ethnopedagogical-
based character education model includes
efforts to develop a superior character for
elementary school students, which leads to
performance character and moral
character, so that it becomes social capital
in building smart and good young citizens.
The Ethnopedagogical-based character
education model is an effort to realize
democratization, integration, and
sustainability of character education in
elementary schools so that it does not
become merely ceremonial and pragmatic
education and learning but is
comprehensive and substantive based on
national culture to form the superior
character of elementary school students
and the implied preservation of local
culture. That essence is social capital to
realize the civic moral movement in
elementary schools, which implements the
vision of ethnopedagogical-based
character education to form students with
superior character so that they have a
qualified moral character and performance
character as representatives of intelligent
and civilized citizens so that they can be
involved active, in efforts to realize national
progress and the general welfare
inclusively. Strengthening the character of
humane and skilled young citizens can be
done in schools, as formal and
humanitarian institutions, so that they
become fully human, because they
understand and apply their rights and
responsibilities, consciously and voluntarily,
to realize social empowerment (Lonto,
2019).
The ethnopedagogical-based
character education model to build the
superior character of students in
elementary schools includes efforts to form
the moral character of students as an
integrated part of superior character. It
reflects character, such as being honest,
voluntary, humane, polite and courteous,
tolerant, humble, religious, democratic,
inclusive, and just so that they reflect
mature and wise citizens because they
reflect the ideology and culture of the
nation. Moral character, or moral character,
is an explicit competency that every young
citizen must own to become religious,
humanist, and responsible, it needs to be
accommodated through
ethnopedagogical-based character
education to build superior character
because it becomes a holistic model to
overcome obstacles and challenges
character education which is increasingly
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anomalous and complex, due to
globalization. Elementary school students
who have a qualified moral character will
certainly avoid negative behavior, such as
bullying, thuggery, lying, disrespect for
educators, and throwing trash in its place,
thus emphasizing the urgency regarding
the formation of a qualified moral character
as social capital for life. Successful and
meaningful, especially the characteristic of
elementary school students is imitating,
because at a young age, educators and the
elementary school academic community
must be able to represent qualified moral
characters through their example so that
they lead to quality moral character
habituation. The development of the
positive character of young citizens needs
to be practically implemented in a formal
education environment so that it is not
limited to procedural education and
minimal innovation. Character education
needs to be inclusive and integrative so
that it is not burdened with moral
education as well as citizenship education
(Berkowitz, 2022).
Furthermore, the ethnopedagogical-
based character education model for
building the superior character of students
in elementary schools, of course, also
accommodates efforts to form student
performance character because it becomes
an integrated part of the superior character
so that the practice of citizen participation
and skills becomes more comprehensive.
Based on performance character or
performance, the character reflects
intelligent, skilled, and competitive citizens
because it leads to characteristics such as
discipline, innovation, collaboration,
adaptability, high work ethic,
communication, and qualified public
speaking, to compete in this era of
modernization based on national identity.
This substance emphasizes the importance
of performance character as an explicit
character, which represents modern
citizens, so it needs to be accommodated
through ethnopedagogic, modern, and
inclusive-based character education
concepts and practices because without an
explicit orientation forming performance
character, of course, efforts in building the
superior character of school students
fundamentals, will never be realized,
especially in the era of globalization, not
only good citizens are needed, but also
smart and skilled. The concept and practice
of character education need to consistently
innovate to be relevant to the needs and
obstacles in the era of globalization.
Character education innovations need to
accommodate inclusivity, participation,
contextual, scientific, and civilized learning
so that it strengthens the character of
citizens, and is holistic because it is
integrated into strengthening citizen skills
(Harrison & Laco, 2022).
This substance emphasizes the
importance of forming the superior
character of students because it reflects the
moral character and performance
characteristics as the qualifications of
young citizens who are aspired by the
nation-state; the formation of this superior
character can be realized through an
ethnopedagogical-based character
education model in elementary holistic and
inclusive. The superior character of
students includes mastery of aspects of
knowledge, attitudes as well as qualified
skills so that they become young adults
2101 | A Concept: Ethnopedagogical-Based Character Educational Model of Elementary
School Students
who understand and apply their rights and
obligations in a committed and consistent
manner, especially integrated with
ethnopedagogic studies, which
accommodate the preservation and
introduction of local culture to students.
The ethnopedagogical-based character
education model for building the superior
character of students in elementary schools
is the latest concept and practice to address
moral and character problems that arise as
a result of the reality of globalization, which
is increasingly anomalous and complex
because, in that model, character and
ethnopedagogi education become
integrated, so that character education
accommodates national culture, which is
embodied in moral character and
performance character, so that it has the
qualifications of a modern citizen, and
preserves local culture. The concept of
character education in elementary schools
needs to consistently innovate in
modernization and digitalization so that it
is relevant to the characteristics of the
younger generation. However, it requires a
commitment based on national identity
and culture to make character education
more comprehensive and innovative
(Azizah & Suargana, 2022).
The existence of character education
in elementary schools needs to be a
strategic solution in overcoming the moral
decadence of the younger generation
because it has the potential to damage
national identity and regional culture, as
well as the social sensitivity of the younger
generation so that it becomes a threat to
Indonesia's sustainability, the substance
makes, concepts and practices must be
comprehensive, integrative, inclusive and
scientific. This characteristic seeks to be
represented through an ethnopedagogical-
based character education model to build
the superior character of students in
elementary schools, in addition to realizing
inclusivity and integration in the concepts
and practices of ethnopedagogical-based
character education or local culture
because the essence of a superior character
is explicitly having awareness and
responsibility. morality to preserve the
nation's culture. Moral decadence is a
serious problem that threatens the civility
and unity of the Indonesian nation, so it
must be addressed in a preventive,
humane, and sustainable manner through
moral education as well as character
education, which is inclusive, relevant, and
of high quality because the essence of
character education is to humanize humans
(Listari, 2021). This problem further
emphasizes the importance of innovation
in character education to form elementary
school students who have superior
character and then become citizens who
contribute positively to realizing a civic
society, or Indonesian democratic society,
based on the values of Pancasila and the
1945 Constitution.
The ethnopedagogical-based
character education model for building the
superior character of students in
elementary schools is an innovation in
character education and learning because it
seeks to integrate character education and
Ethno pedagogy as social capital and
concrete steps in realizing young citizens
who have superior character. Substantively
superior character reflects mastery of moral
character and performance character that is
capable, including responsibility and
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volunteerism in preserving local culture, so
it is relevant to the needs and challenges of
strengthening morals and character in an
increasingly anomalous and complex
globalization era. Realizing the vision of an
advanced nation-state will never be
realized if it is not accompanied by
strengthening the character of citizens
(civic character). These efforts must be
accommodated in the educational
curriculum, government policies, and the
sociocultural life of society (Hartono et al.,
2018). In the context of the civic character,
it is certainly relevant to the superior
character of elementary school students
because they have similarities in forming
the positive character of citizens. However,
superior character explicitly includes moral
character and performance character.
Based on the argumentative
information above, it certainly emphasizes
the urgency of character education
innovation to build positive character
based on Pancasila values and the 1945
Constitution as ideology, philosophical
basis, legal basis, and a representation of
the great culture of the Indonesian nation.
The ethnopedagogical-based character
education model for building the superior
character of elementary school students is
an innovation in concepts and practices in
character education, due to its integrative,
inclusive, and holistic nature, with logical
rationalization, that is, in addition to
containing the orientation of strengthening
students' superior character, it also
preserves local culture, as a civic virtue
practice. Character education needs to
consistently transform into modernization
and digitalization to foster the character of
students so that they become intelligent
and civilized citizens, so the practice should
not be limited to theoretical but also
practical, based on the example of
educators and contextual learning, to
develop empiricism of students (Jeynes,
2019). This substance emphasizes that the
ethnopedagogical-based character
education model to build the superior
character of students becomes a new
vision, strategy, and effort in building the
superior character of elementary school
students because it represents moral
character as well as performance character,
also explicitly includes efforts to preserve
local culture, as identity, resilience as well as
Indonesia's national strength, so that it is
holistic, inclusive, integrative and
sustainable.
The ethnopedagogical-based
character education model to build the
superior character of students seeks to
realize the concept as well as the practice
of character education that is inclusive,
integrative, and holistic because it is not
limited to realizing efforts to strengthen
moral character and performance
character, but also preserving local culture,
which has religious, humanist, and
empowered values, for the excellence of
the character of elementary school
students. Preservation efforts are through
the socialization and habituation of local
culture, in a broad sense, so that it is not
limited to art but to all aspects of work,
creativity, as well as human initiative,
including manners so that it is very helpful
in realizing the superior character
orientation of students. The concept and
practice of character education in Indonesia
need to include the nation's culture and
local wisdom so that there are no
2103 | A Concept: Ethnopedagogical-Based Character Educational Model of Elementary
School Students
imbalances in the vision in the form of
citizens who are aspired by the state, with
concrete steps in the form of education
policies and the national curriculum
(Muhtarom, 2020). This substance
emphasizes the realization of character
education in elementary schools and
should not only be focused on Religious
Education is also Citizenship Education, but
it must also be the responsibility of the task,
all subjects in elementary school because
science is consistent in transforming
goodness, truth, justice, and prosperity, it is
necessary to view that science as an
integrated part of character education.
The existence of local culture is, of
course, seen as important in the
ethnopedagogical-based character
education model to build superior
character in students because education
and culture cannot be separated, so they
must collaborate, in realizing a vision that is
based on education as well as character
learning, that is, humanizing humans. This
substance makes the concept and practice
of character education need to be
integrative because it is not limited to
embodying superior character but also
preserving local culture, as Indonesia's
national identity, especially young citizens,
who have nationalist, socially sensitive, and
humanist characteristics, of course, will also
consciously voluntary in preserving local
culture, which is not limited to traditions,
arts, and local wisdom, but also manners.
Character education and culture are
integrated with nature, so not only is the
concept of character education based on
national culture, but also character
education must be able to form citizens
who have the character to preserve the
nation's culture in a committed and
consistent manner (Fadli, 2021). Integration
of character education with
ethnopedagogic, in an ethnopedagogical-
based character education model to build
the superior character of students, of
course, accommodates the concept and
practice of character education based on
national culture and contains
environmental preservation through
strengthening the superior character of
students because they have a moral
character and performance character,
qualified. They can implement their rights
and responsibilities in a quality, as well as
sustainable manner.
The ethnopedagogical-based
character education model for building the
superior character of elementary school
students is certainly holistic because in
addition to realizing inclusiveness in
education and character learning in
elementary schools, which are not only
focused on subjects of Religious Education
and Citizenship Education, as well as
integration of efforts to strengthen
superior character and preservation of local
culture, is also strengthened by the
example of educators so that it is holistic.
Substantively, the practice of character
education and learning in elementary
schools must be accompanied by
exemplary educators so as not to cause
inequality or anomalies, which make
students apathetic towards character
education, especially if what is oriented is a
superior character, in the form of moral
character and performance character, of
course, it is increasingly needed teacher's
exemplary. Exemplary educators must
accompany the implementation of
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character education because, in the
practice of character education, students
will examine and reflect on the behavior of
their educators as an objective assessment.
The alignment of theory with the character
education practices of educators, of course,
will further the success of character
education goals (Sutisna et al., 2019).
Holistic character education will overcome
the problem of character education, which
is merely ceremonial, meaningless, and has
no real impact on strengthening the
superior character of students, the reality of
competition which is increasingly open in
the era of modernization, digitalization, as
well as the industrial revolution 4.0, must be
a logical rationalization in strengthening
the role of character education, so that
elementary school students, as young
citizens, can optimally develop their
potential so that they become winners and
contribute positively to efforts to realize
Indonesian civil society.
These characteristics make the
learning approach to an
ethnopedagogical-based character
education model to build the superior
character of elementary school students
more democratic, exhilarating, as well as
participatory because it focuses on
students as learning subjects, thus
reflecting modern, scientific character
education and learning. Substantively,
learning in the modern era must make
students, as the main sources or actors of
learning, so that they are active, innovative,
and participatory so that students can
examine, reflect, also develop learning
materials and practices, especially
ethnopedagogical-based character
education, so that are substantive, as well
as comprehensive, must make students the
center of their learning. The concept and
practice of character education that is
modern, humane, permanent, and
participatory must make students the
subject of learning so that they consciously
also voluntarily apply the theory and study
of character education in their daily lives,
making the role of the educator more of a
mentor as well as a facilitator (Yusnita,
2022). Student-centered learning does not
automatically eliminate the role or
involvement of educators, because, in
modern and inclusive character education,
its role is more as a guide, mediator, as well
as a facilitator who provides knowledge as
well as a holistic example to students, so
that the vision of forming a superior
character for students, can be realized
efficiently, effectively and sustainably.
Ethno-pedagogy studies on
ethnopedagogical-based character
education models to build superior
character for elementary school students
provide views on the importance of the
existence of character education in
Indonesia based on national culture and
the urgency of preserving local culture,
through character education practices so
that it is integrative, inclusive, and holistic.
Moreover, national culture is the identity,
strength, and national resilience of the
Indonesian people, represented by the
values of Pancasila and the 1945
Constitution, the concept and practice of
character education in the era of
modernization, digitalization, and the
industrial revolution 4.0. does not
automatically eliminate the content of
Indonesian national culture, which is
embodied through regional or local culture;
2105 | A Concept: Ethnopedagogical-Based Character Educational Model of Elementary
School Students
the concept of character education that is
modern and based on national culture will
further facilitate efforts to realize the
superior character of elementary school
students. Character education innovation
needs to be committed to the
accommodation of national culture as a
strategic source of character education so
that it is more comprehensive in forming
competent citizens because, in addition to
reflecting skills, it also reflects positive
character (Zuriah, 2018). This substance
emphasizes the ethnopedagogical-based
character education model to build
superior character for elementary school
students, is holistic in nature, and is relevant
to the challenges and obstacles regarding
character strengthening in an increasingly
anomalous and complex globalization era,
because apart from being committed to
national culture, for the benefit of
education, as ethnopedagogic practices,
are also consistent in forming moral
character and performance character,
which explicitly include the preservation of
local culture, through citizen volunteerism,
for the advancement and civility of the
Indonesian nation.
Innovation and adaptation of
character education in the era of
globalization, accommodated in an
ethnopedagogical-based character
education model to build superior
character for elementary school students,
because it is inclusive, involving all subjects
in elementary schools, holistic by unifying
the concept of character education which is
progressive and conservative, then
integrative, that is, ethnopedagogical-
based character education content, and
character education to preserve national
culture. The substance is to realize the
superior character of elementary school
students because they reflect the
aspirations of citizens aspired by the
nation-state. After all, it contains a moral
character and a performance character.
Implementing an ethnopedagogical-based
character education model needs to be
substantive and comprehensive so that it is
meaningful and has a real impact on the
progress of elementary school students.
Holistic educational orientation needs to
strengthen citizens’ character as intelligent
and moral beings to bring progress to their
country. Adapting character education to
modernization, and the challenges of
globalization is a strategy for realizing a
transformative education that is also
relevant to empowering and shaping the
positive character of citizens (Shields,
2011). This substance emphasizes the
ethnopedagogical-based character
education model to build superior
character for elementary school students;
besides being adaptive to educational
needs as well as a character learning in the
modernization era, it is also consistent with
Pancasila-based, as an ideology,
philosophical basis, legal basis, as well as a
representation of the nation's culture, so
that Indonesia reach the pinnacle of
civilization.
Based on the argumentative
information above, it certainly emphasizes
that the ethnopedagogical-based character
education model for building the superior
character of elementary school students
can realize inclusive, integrative, and
holistic concepts and practices of character
education and learning ability to realize the
superior character of elementary school
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students. Substantively, this model
guarantees the practice of character
education based on national culture, or
ethnopedagogic, so that it is consistent
with Pancasila and the 1945 Constitution;
even though innovation and adaptation of
character education are being
implemented, it also includes efforts to
preserve local culture or ethnopedagogic,
through the socially sensitive and
nationalist character of the participants’
students so that this model is seen as
capable of overcoming challenges and
obstacles to character education in the era
of globalization, which is increasingly
anomalous and complex. Character
education needs to be holistic, to overcome
the moral decadence of the younger
generation and solve character problems
that arise as a result of globalization, so
character education must have an inclusive,
participatory, as well as scientific concept
so that the potential of the younger
generation as intelligent and moral human
beings can develop optimally (Sarkadi,
2019). The ethnopedagogical-based
character education model to build
superior character for elementary school
students mandates students as learning
subjects because it contains student-
centered learning principles so that
students can examine, reflect, and develop
superior character as a representative of
the citizens they aspire to by the Indonesian
nation because it contains a moral
character and performance character so
that it becomes a civic movement in
schools that strengthens the superior
character of students
CONCLUSIONS
The concept and practice of character
education in elementary schools must be
able to overcome the challenges and
obstacles of globalization, which are
increasingly anomalous and complex,
because they are related to the quality of
values, morals, and character of young
citizens, as well as a national civilization, so
the ethnopedagogical-based character
education model is to build the superior
character of the participants. Students in
elementary schools is a new concept and
practice in character education in
elementary schools to optimize students’
potential optimally, inclusively, and
sustainably. Superior character includes
efforts to form, first, the moral character
of students, such as honest, voluntary,
humane, polite and courteous, tolerant,
humble, religious, democratic, inclusive,
and fair, then includes efforts to form,
second, performance characteristics, such
as smart, skilled and competitive country,
because it leads to characters, such as
discipline, innovative, collaborative,
adaptive, has a high work ethic, is
communicative, and has good public
speaking, so that it represents the superior
character of elementary school students.
The ethnopedagogical-based
character education model to build
superior character for elementary school
students is, of course, holistic because, in
addition to trying to realize inclusiveness in
education and character learning in
elementary schools, it is not only focused
on the subjects of Religious Education and
Citizenship Education, as well as the
integration of character strengthening
2107 | A Concept: Ethnopedagogical-Based Character Educational Model of Elementary
School Students
efforts. Excellence and preservation of local
culture, also strengthened by the example
of educators, so that it is holistic, especially
not only the concept and practice of
character education based on
ethnopedagogic or national culture but
also the preservation of local culture, as an
ethnopedagogic practice through
character education, to become a civic
movement that strengthens superior
character elementary school students. This
substance emphasizes the
ethnopedagogical-based character
education model to build superior
character for elementary school students,
in addition to being adaptive to the needs
and challenges of education as well as a
character learning in the era of
globalization, digitalization, as well as the
industrial revolution 4.0, because it
contains visions, strategies, and efforts to
build superior character for students which
leads to a moral character and performance
character, is also consistently based on
Pancasila, as an ideology, a philosophical
basis, a legal basis, as well as a
representation of the nation's culture, so
that Indonesia can reach the peak of its
civilization.
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