Integrating Restitution and Local Wisdom to Enhance Elementary Students’ Critical Thinking Skills

Kristina Aspri Hartini; Kartika Chrysti Suryandari; Murwani Dewi Wijayanti

doi:10.35445/alishlah.v18i2.8960

Integrating Restitution and Local Wisdom to Enhance Elementary Students’ Critical Thinking Skills

Kristina Aspri Hartini, Kartika Chrysti Suryandari, Murwani Dewi Wijayanti

Abstract

Critical thinking and character development are essential competencies in elementary education, yet classroom practices often provide limited opportunities for students to resolve problems reflectively and contextually. This study examined the integration of the restitution approach and local wisdom values in supporting elementary students’ critical thinking skills.An explanatory sequential mixed-method design was employed involving 53 fourth-, fifth-, and sixth-grade students at SDN Paduroso. The intervention was implemented over eight weeks through 16 thematic learning sessions that integrated the Restitution Triangle with local wisdom values such as deliberation, mutual cooperation, empathy, and responsibility. Quantitative data were collected using a critical thinking test based on Facione’s indicators through three authentic school-based case studies. Qualitative data were obtained through classroom observations, teacher interviews, student reflection sheets, teacher journals, and documentation. Quantitative data were analyzed descriptively, while qualitative data were analyzed through data reduction, data display, and conclusion drawing.The findings showed that students’ overall critical thinking performance reached an average score of 87.1, categorized as very good. The highest achievement appeared in evaluation, followed by interpretation, while self-regulation obtained the lowest score although it remained in the very good category. Qualitative findings indicated that restorative dialogue and culturally relevant values encouraged students to analyze problems, consider consequences, express reasons, and reflect on their behavior.Integrating restitution and local wisdom can serve as a contextual pedagogical approach to strengthen elementary students’ critical thinking and character development.

Keywords

local wisdom; critical thinking; restitution; elementary education; character education

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DOI: https://doi.org/10.35445/alishlah.v18i2.8960