Culturally Responsive History Learning Through Pong Tiku’s Leadership Values
Keywords:
Citizenship Education, Culturally Responsive Learning, Ethnopedagogy, Local Wisdom, Pong TikuAbstract
Culturally responsive history learning plays an important role in strengthening students’
cultural identity, historical awareness, and citizenship values in contemporary education. However,
history learning in schools is often dominated by generalized historical narratives and less
connected to students’ local cultural contexts and indigenous heritage. This study aimed to analyze
the implementation of culturally responsive history learning through Pong Tiku’s leadership values
at SMA Negeri 3 Toraja Utara, Indonesia. The study employed a qualitative descriptive design
using historical and ethnopedagogical approaches. Data were collected through classroom
observations, semi-structured interviews, and documentation studies involving history teachers,
students, and supporting informants. Data validity was ensured through source triangulation,
technique triangulation, and member checking, while data analysis followed the interactive model
of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion
drawing. The findings revealed that Pong Tiku’s leadership values, particularly kina na manarang
(strategic thinking), sugi’ na barani (courage), bida’ (commitment), and karapasan (peace and social
harmony), were integrated into history learning through biographical texts, ethnopedagogical
approaches, interactive discussions, and project-based learning activities. The implementation of
culturally responsive learning contributed positively to students’ historical awareness, character
development, critical thinking, cultural identity, and civic responsibility. The study further indicates
that integrating indigenous leadership values into history learning supports transformative
education and the sustainability of local wisdom in the modern educational context. These findings
highlight the importance of culturally grounded and ethnopedagogical approaches in developing
meaningful, contextual, and sustainability-oriented history education.
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