Abstract :

This study examines the implementation of the Robo-Robo cultural tradition as local wisdom and its influence on students’ social interaction in public elementary schools in Jongkat District, Mempawah Regency. The study uses a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving principals, teachers, students, community leaders, and religious leaders. The research was conducted in three schools selected purposively, namely SDN 09 Wajok Hulu, SDN 08 Wajok Hilir, and SDN 03 Jongkat. Data analysis used an interactive model consisting of data reduction, data display, and conclusion drawing, with validity tested through source and technique triangulation. The results show that the implementation of Robo-Robo varies across schools. SDN 09 integrates the tradition through Jepin dance performances, SDN 03 applies it through collective viewing of Robo-Robo history, and SDN 08 uses storytelling methods by teachers. Students’ social interaction also varies. SDN 09 shows active and collaborative interaction, SDN 03 shows moderate interaction, and SDN 08 still shows partial individualistic tendencies. The study finds that Robo-Robo cultural values such as cooperation, togetherness, respect, and communication contribute to shaping students’ social interaction. However, the impact depends on how the school integrates both understanding and direct practice. Schools that combine experiential and cognitive approaches show stronger social outcomes. The study concludes that Robo-Robo functions as an effective medium for social education when implemented consistently in school activities. The findings contribute to the development of culture-based education in strengthening students’ social character.

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Keywords :

Cultural Education, Elementary Students, Local Wisdom, Robo-Robo, Social Interaction.

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