Building Resilience in Students through Character Education Based on Indigenous Wisdom: An Approach for Conflict Zones
Building Resilience in Students through Character Education Based on Indigenous Wisdom: An Approach for Conflict Zones

Summary/Abstract: Background/Purpose. This study aims to examine the role of character education grounded in local wisdom in developing students’ resilience in conflict-affected regions of East Java, Indonesia. Local wisdom-based character education is expected to help students face life challenges with independence and strong moral character. Materials/Methods. The research employs a Pretest-Posttest Control Group Design involving two groups: experimental and control, with a total of 173 primary school students living in conflict-prone areas. Data were collected through questionnaires measuring four dimensions of resilience: courage, perseverance, responsibility, and adaptability, alongside classroom observations assessing the integration of local wisdom values into learning activities. Data analysis was conducted using a t-test to determine differences between pretest and posttest scores in both groups. Results. The findings indicate that local wisdom–based education has a positive impact on students’ resilience. The mean resilience score of the experimental group increased from 5.61 (SD = 0.52) to 7.71 (SD = 0.57), while the control group increased from 5.56 (SD = 0.51) to 6.11 (SD = 0.59). The t-test revealed a highly significant difference between pretest and posttest scores for the experimental group (t = -16.41, p < 0.001), compared with a smaller but still significant improvement in the control group (t = -3.32, p = 0.002). Among the four measured dimensions, perseverance and adaptability showed the most significant improvement, reflecting the influence of cultural practices such as traditional games and community-based values that foster determination and flexibility in overcoming challenges. Conclusion. The study confirms that local wisdom-based character education has a statistically significant positive effect on students’ resilience, particularly in the dimensions of perseverance and adaptability. This approach contributes to holistic student development and aligns with Sustainable Development Goals (SDG) 4 and 16 by promoting quality education and peacebuilding through culturally grounded learning.

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