History

The erosion of moral and religious values that shape the character of students along with the strengthening of globalization, progress in science and technology accompanied by open access to information and global communication are slowly eliminating the existence of the wisdom of local cultural values which is the identity of a nation. In fact, Indonesia is rich in local cultural wisdom which has been passed down and recognized for generations and is used as a guideline in various fields of life so that it becomes a solution in instilling character in the implementation of education. The big problem that is of concern in the implementation of character education based on the wisdom of local cultural values is the extent to which schools consistently carry out character education based on the wisdom of local cultural values in instilling superior character based on national identity. Therefore, this study aims to identify and analyze (1) planning, (2) organizing, (3) implementation, (4) supervision, (5) problems encountered, and (6) efforts made to overcome these problems. The Grand Theory used is Management Theory from G.R. Terry, Character Education Theory from T. Lickona, and Cultural Theory from Koentjaraningrat. This study used a descriptive qualitative method with data collection techniques using interviews, observation and documentation studies. The results of this study indicate that the management of character education is carried out in three public elementary schools in Purwakarta Regency, namely: (1) the planning aspect is in accordance with the SOP and local culture of Purwakarta Regency, (2) the organization is carried out through coordination and orderly governance functions, ( 3) the implementation has not shown conformity with the National Education System standards and developments, (4) the evaluation carried out in each operational monitoring activity refers to the SOP, (5) the obstacles encountered are the difficulty in building awareness about the need for and the importance of local culture among school principals, teachers, education staff, as well as students, and (6) several solutions in overcoming obstacles, namely the clarity of the direction of the sustainable cultural development program along with the stages contained in the vision, mission goals, objectives, policies and strategies for achieving them, then implementing a harmonized system of administrative centralization and academic decentralization.