Cultural Resilience Pedagogy in History Education: Integrating Sapat Taun into Participatory Historical Learning
Abstract
Globalization and digital culture have intensified concerns about declining historical awareness, cultural identity, and cultural continuity among younger generations. This study examines how the Sapat Taun tradition contributes to cultural resilience and historical consciousness through participatory history learning using a Participatory Rural Appraisal–Participatory Learning and Action (PRA–PLA) approach. A qualitative participatory design was conducted at SMAN 1 Marau and Riam Batu Gading Village, Ketapang Regency, West Kalimantan, Indonesia, involving two history teachers, 32 eleventh-grade students, five traditional leaders, three community elders, and village representatives. Data were generated through participant observation, in-depth interviews, focus group discussions, cultural mapping, oral history projects, reflective journals, and document analysis, and analyzed using reflexive thematic analysis. Findings identify four interconnected processes: reconstruction of collective memory, development of historical consciousness, strengthening of cultural resilience through active engagement and documentation, and cultivation of inclusive national identity and civic responsibility. Based on these findings, the study develops Cultural Resilience Pedagogy (CRP) as an empirically grounded conceptual framework linking collective memory, historical consciousness, and cultural resilience in history education.
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