Managing a Randai Traditional Arts Program for Character Development in Elementary Education

Yuli Fatrisna; Ridwal  Trisoni; Isra  Nurmai Yenti

doi:10.31958/jies.v6i2.16785

Authors

Yuli Fatrisna UIN Mahmud Yunus Batusangkar
Ridwal Trisoni UIN Mahmud Yunus Batusangkar
Isra Nurmai Yenti UIN Mahmud Yunus Batusangkar

DOI:

https://doi.org/10.31958/jies.v6i2.16785

Keywords:

Randai, Character Education, Local Wisdom, Program Management, Social Capital

Abstract

Amid growing concerns over moral decline associated with globalization, integrating local wisdom into school programs has emerged as an important strategy for strengthening character education. As a traditional performing art of West Sumatra, Randai offers cultural, moral, and social values that can support students' character development. This study explores the management of the Randai extracurricular program and its contribution to character development in an elementary school. A qualitative case study was conducted at an elementary school implementing Randai as a structured extracurricular activity. Participants were selected through purposive and snowball sampling, including the principal, teachers, Randai instructors, parents, and community representatives. Data were collected through interviews, observations, and document analysis and analyzed using an inductive thematic approach. Trustworthiness was established through data triangulation and member checking. The findings indicate that program planning optimized hybrid resources to overcome financial constraints, implementation integrated character education into cultural learning activities that promoted students' intrinsic motivation, discipline, cooperation, and self-awareness, while supervision relied on strong collaboration among school leaders, teachers, parents, community members, and local cultural stakeholders despite limited external monitoring. The sustainability of the program was reinforced by the integration of formal school management and community participation, with social capital serving as the primary driver of program continuity. These findings demonstrate that local cultural programs can function as effective management strategies for strengthening character education and preserving cultural heritage in elementary education.

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