INTEGRATING RONGGENG GALA DANCE INTO PANCASILA EDUCATION FOR CULTURAL HERITAGE PRESERVATION

Abstract

Local cultural traditions can provide contextually meaningful resources for civic and character education when they are deliberately connected to curricular objectives. This study examines teachers’ strategies for preserving the Ronggeng Gala dance through Pancasila Education at SMP Negeri 2 Satu Atap Sulabesi Selatan. A qualitative, school-based approach was used, with the principal, vice principal for curriculum, Pancasila Education teachers, and students purposively selected as data sources. Data were collected through observation, in-depth interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. The findings show that teachers integrated Ronggeng Gala into learning planning by linking cultural meanings with Pancasila Education learning outcomes and by using teaching modules, video observation, group discussion, simple cultural practice, and reflection. Cooperation, unity, responsibility, discipline, mutual respect, and cultural pride emerged as values interpreted in relation to the dance. Ronggeng Gala therefore functioned as a culturally familiar instructional resource and a context for heritage engagement. Because the study is qualitative and does not include validated outcome measures, the findings indicate instructional practices and participant meanings rather than causal effectiveness or long-term character change.