Shely Cathrin, Lantip Diat Prasojo, Abiyyu Amajida, Herwin Herwin
The problem and the aim of the study. The lack of systematic integration of local philosophical values into formal educational practices, which has led to a gradual erosion of cultural identity and character values among students. Despite the richness of Javanese philosophy and its alignment with character education goals, there remains a gap between philosophical ideals and classroom implementation, particularly in urbanized or modern schooling environments. The main objectives of this research are to explore how Javanese philosophical values are currently being embedded in the Specialised Kejogjaan education system, to identify challenges and best practices in this integration process, and to formulate a contextualized educational framework that strengthens character formation while preserving cultural heritage in Indonesian schools. Research methods. This study used a qualitative method with a case study approach to explore how Javanese Philosophy values are integrated into Specialised Kejogjaan Education in junior high schools in Yogyakarta. The research focused on understanding the experiences and perceptions of teachers and principals regarding the application of local cultural values in learning and school management. The main participants consisted of 30 teachers and 15 school principals. Participants were selected purposively based on their involvement in implementing value-based education. Data were collected through semi-structured interviews, direct observation of school activities, and analysis of relevant documents such as curricula and school regulations. The data were analyzed using open coding to identify key categories, axial coding to link related concepts, and thematic coding to develop core themes, all carried out iteratively to ensure depth and accuracy in interpreting the cultural context. Results. This study found that Specialised Kejogjaan Education in junior high schools in Yogyakarta integrates Javanese philosophical values into learning and school culture through implicit, daily practices rather than formal curriculum content. Using data from in-depth interviews, observations, and documents, and analyzed through open, axial, and thematic coding, five main themes emerged: integration of Javanese values has dominated other themes with 28 Quotations, the role of teachers as value agents with 22 Quotations, school culture as a medium for character formation with 24 Quotations, student responses to local values with 18 Quotations, and the obstacles in implementation are the smallest with 16 Quotations. Despite these obstacles, the study affirms that culturally rooted education contributes meaningfully to character development and offers a promising model for value-based learning in the era of globalization. Conclusion. This study demonstrates that Specialised Kejogjaan Education has effectively integrated Javanese philosophical values into learning practices and school culture in a contextual and experiential manner. These values are not only conveyed through verbal instruction but are embodied in daily attitudes, routines, and interactions within the school environment, gradually shaping student character through teacher role modeling and culturally rooted practices. Teachers and school culture are central to the internalization of these values. However, challenges remain, particularly the limited flexibility of the national curriculum and the insufficient pedagogical knowledge among teachers regarding local philosophies. These findings underscore the potential of culture-based education as a strategic approach to character development, provided it is supported by stronger structural policies and enhanced teacher capacity. © Shely Cathrin, Lantip Diat Prasojo, Abiyyu Amajida, Herwin Herwin, 2025
Department of Philosophy and Sociology of Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Educational Administration, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Sport Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Elementary School Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
