Manajemen Kurikulum Inklusif dan Partisipasi Guru di Sekolah Dasar

Sri Wulandari; Nur Fajrie; Sri Utaminingsih

doi:10.55606/lencana.v3i4.6248

Authors

Sri Wulandari Universitas Muria Kudus
Nur Fajrie Universitas Muria Kudus
Sri Utaminingsih Universitas Muria Kudus

DOI:

https://doi.org/10.55606/lencana.v3i4.6248

Keywords:

Curriculum Management, Elementary Education, Local Wisdom, Teacher Discipline, Tepo Sliro

Abstract

This study aims to analyze the integration of local wisdom “tepo sliro” into curriculum management and its impact on teacher discipline in elementary schools. The research was motivated by persistent issues of teacher discipline that affect instructional quality and school culture, particularly in culturally rich local contexts. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected through questionnaires distributed to teachers from ten public elementary schools and analyzed using simple linear regression, while qualitative data were obtained through interviews, observations, and document analysis to strengthen and interpret the quantitative findings. The results indicate that curriculum management based on “tepo sliro” local values has a significant and positive effect on teacher discipline, as reflected in punctuality, responsibility, consistency in instructional planning, and adherence to school regulations. Qualitative findings reveal that the internalization of “tepo sliro” values fosters a sense of empathy, mutual respect, and moral responsibility among teachers, leading to intrinsic discipline rather than administrative compliance. The study concludes that integrating local wisdom into curriculum management is an effective strategy for strengthening teacher discipline and building a sustainable, value-based school culture in elementary education.

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