Integrating Moral and Cultural Values through Folktales: A Content Analysis of Character Education in Indonesian Primary Curriculum
DOI:
https://doi.org/10.64780/jole.v1i4.130Keywords:
Character Education, cultural values, folkates, moral values, primary curriculumAbstract
Background: Character education has become a pivotal component of primary education worldwide, particularly in addressing the growing concerns of moral degradation among children. In Indonesia, the government integrates moral and cultural values through various subjects within the 2013 curriculum, one of which includes the use of local folktales. These narratives, rooted in Indonesian cultural heritage, are embedded in primary textbooks and serve not only as literacy material but also as tools for instilling ethical behavior and cultural identity in young learners.
Aims: This study aims to explore how moral and cultural values are represented in Indonesian folktales featured in the Grade 4 primary school textbook Theme 8: My Hometown. Specifically, it seeks to identify and describe the types of moral and cultural values conveyed through the stories and how these values support character development within the educational framework.
Methods: A qualitative content analysis was conducted on 13 folktales included in the designated textbook. The data were categorized based on theoretical frameworks by Nurgiyantoro (2018) for moral values and Djamaris (1993) for cultural values. The analysis focused on narrative elements such as characters, plot, and dialogue to extract implicit and explicit value-based messages. Triangulation of theory and time was employed to ensure validity.
Results: The findings reveal that the folktales contain a wide range of moral values, including honesty, courage, humility, responsibility, and self-discipline, which reflect the relationship between individuals and themselves, others, nature, and the divine. Likewise, cultural values such as social harmony, mutual cooperation, religious devotion, and respect for tradition are prominently embedded in the narratives. The stories also serve as reflective tools for learners to internalize local wisdom and ethical standards aligned with Indonesian societal norms.
Conclusion: Folktales in the Indonesian primary curriculum play a critical role in delivering moral and cultural education. Their narrative form, rooted in local tradition, provides an effective pedagogical medium for character development. Integrating these stories into formal education not only enhances students' ethical awareness but also preserves and promotes national identity. The study supports the use of culturally relevant literature as a foundation for value-based education in early schooling.
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