Mapping Siulak–Kerinci Folktales to the Pancasila Student Profile (Phase D): A Directed Qualitative Content Analysis

Nada Sawita; Nazurty Nazurty; Ade Kusmana; Desti Angraini

doi:10.57092/ijetz.v5i1.769

Authors

Nada Sawita Faculty of Teacher Training and Education, Universitas Jambi, Indonesia
Nazurty Nazurty Faculty of Teacher Training and Education, Universitas Jambi, Indonesia
Ade Kusmana Faculty of Teacher Training and Education, Universitas Jambi, Indonesia
Desti Angraini Faculty of Tarbiyah and Teacher Training, UIN Sulthan Thaha Saifuddin Jambi, Indonesia

DOI:

https://doi.org/10.57092/ijetz.v5i1.769

Keywords:

Pancasila student profile framework, Character education, Local wisdom–based literature, Secondary education in Indonesia

Abstract

Indigenous folktales are culturally grounded resources for value and character education, yet schools often lack systematic procedures for translating narrative meaning into curriculum-aligned competencies and teachable tasks. This text-based study addresses this gap through a qualitative, document-based analysis of eleven Siulak–Kerinci folktales from Kerinci, Jambi Province, Indonesia. Using directed qualitative content analysis guided by the Pancasila Student Profile (Phase D), values were inferred from narrative episodes, character actions, and consequence sequences, then mapped to the Profile dimensions and translated into design implications for the Pancasila Student Profile Strengthening Project (P5) in Indonesian junior secondary education. The analysis identified seven recurrent cultural values: religiosity, honesty, responsibility, tolerance, social care and mutual cooperation, work ethic, and local identity. These values align coherently with the six Profile dimensions at Phase D and provide a defensible rationale for curriculum mapping from indigenous narratives to competency-oriented learning aims. This study does not evaluate classroom implementation; proposed P5 tasks are presented as design implications rather than tested instructional guidance. Future research should examine feasibility and learning outcomes in P5 settings and strengthen reliability through inter-coder agreement procedures.

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References

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