Pencak Silat As An Ethnopedagogical Practice: The Process Of Internalizing Disciplinary Values In Local Sundane Traditions
Keywords:
Pencak Silat, Ethnopedagogy, Discipline, Sundanese TraditionAbstract
This article examines pencak silat in the context of Sundanese society, a social tradition that plays a crucial role in fostering discipline. This study begins with the view that the process of values education does not only occur in formal settings but also develops through collective cultural practices. The aim of this research is to understand how discipline is instilled and passed down through the practice of pencak silat in local Sundanese traditions. This study employed a literature review method, critically reviewing recent literature relevant to pencak silat, Sundanese culture, character education, and ethnopedagogical approaches. The results indicate that discipline in pencak silat is formed through regular practice, adherence to etiquette, and teacher-student relationships that emphasize role models and respect. These values are not taught normatively but develop through habituation and direct experience. The discussion demonstrates that discipline in pencak silat is intertwined with local values such as politeness, responsibility, and togetherness. In conclusion, pencak silat makes a significant contribution to culture-based character education. The impact of this research is expected to enrich the discourse on contextual character education rooted in local traditions.
References
Alwasilah, AC (2018). Ethnopedagogy: The foundation of education based on local wisdom. Bandung: Kiblat Buku Utama.
Arthur, J., Kristjánsson, K., Harrison, T., Sanderse, W., & Wright, D. (2018). Teaching character and virtue in schools. London: Routledge.
Banks, J. A. (2020). Diversity and citizenship education: Global perspectives. New York: Routledge.
Battiste, M. (2018). Decolonizing education: Nourishing the learning spirit. Saskatoon: Purich Publishing.
Berkowitz, M. W., & Bier, M. C. (2017). What works in character education. Journal of Research in Character Education, 13(1), 1–20.
Biesta, G. (2022). World-centred education: A view for the present. London: Routledge.
Creswell, J. W. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage Publications.
Herlina, E. (2022). Character education based on traditional martial arts. Journal of Education and Culture, 27(2), 211–224.
Hidayat, T., & Wibowo, A. (2021). Ethnopedagogy as a local culture-based character education approach. Journal of Character Education, 11(2), 123–135.
Ministry of Education, Culture, Research, and Technology. (2022). Strengthening culture-based character education. Jakarta: Ministry of Education, Culture, Research, and Technology.
Kristjánsson, K. (2020). Virtuous emotions. Oxford: Oxford University Press.
Lee, T.S. (2021). Indigenous knowledge and education. Educational Studies, 57(3), 257–273.
Lickona, T. (2019). Educating for character. New York: Bantam Books.
Lickona, T. (2019). Educating for character: How our schools can teach respect and responsibility. New York, NY: Bantam Books.
Maryono, O. (2020). Pencak silat as a cultural and educational system. Yogyakarta: Ombak.
Maryono, O. (2020). Pencak silat as a cultural system and character education. Yogyakarta: Ombak.
McCarty, T. L., & Lee, T. S. (2019). Critically culturally sustaining/revitalizing pedagogy. Educational Policy, 33(3), 407–438.
Miles, M.B., Huberman, A.M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Thousand Oaks, CA: Sage Publications.
Nucci, L. (2020). Moral development and character education. New York: Springer.
Nugraha, R. (2022). Educational values in Sundanese traditional pencak silat. Journal of Education and Culture, 27(3), 356–368.
Nugraha, R. (2022). Educational values in Sundanese traditional pencak silat. Journal of Education and Culture, 27(3), 356–368.
Paris, D., & Alim, HS (2017). Culturally sustaining pedagogies. New York, NY: Teachers College Press.
Pinar, W.F. (2021). Curriculum theory: Conflicting visions and enduring concerns. New York, NY: Routledge.
Rahmat, A. (2023). Sundanese ethnopedagogy and the formation of disciplinary character. Journal of Educational Sciences, 29(1), 45–58.
Rosyid, MA (2023). Ethnopedagogy and the challenges of character education in the global era. Horizons of Education, 42(2), 210–223.
Smith, L. T. (2020). Decolonizing methodologies (3rd ed.). London: Zed Books.
Sockett, H. (2019). Teacher dispositions. London: Routledge.
Sugiyono. (2020). Qualitative research methods. Bandung: Alfabeta.
Supriatna, N. (2021). Local culture-based education and national character building. Journal of Social Humanities, 14(1), 1–12.
Suyadi, & Sutrisno. (2021). Internalization of character values in contextual education. Jurnal Ilmu Tarbiyah, 10(1), 67–80.
Tilaar, HAR (2021). Education, culture, and Indonesian society. Jakarta: Rineka Cipta.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
Wibowo, A. (2023). Local culture-based character education in schools. National Education Journal, 15(2), 134–148.
Wilson, J. (2021). Martial arts, discipline, and character formation. International Journal of Martial Arts Studies, 6(1), 22–35.
Zed, M. (2018). Library research methods. Jakarta: Obor Indonesia Foundation.
Zhao, Y. (2020). An education crisis is a terrible thing to waste. New York, NY: Teachers College Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Iik Hikmayanti, Eviana Hikamudin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
