Integration of Wolio Palace Fortress in Social Studies Learning to Improve Understanding of Local Culture

Abstract

This study aims to analyze the integration of the Wolio Palace Fortress as a learning resource in Social Sciences (IPS) learning to improve students' understanding of local culture. The background of the research departs from the importance of culture-based education in strengthening the identity of the young generation in the midst of globalization. The research approach used is qualitative with a case study method. Data was collected through in-depth interviews, observations, and documentation of social studies teachers, grade VIII students, school principals, and traditional leaders. Data analysis is carried out through reduction, presentation, and drawing conclusions by triangulation to ensure validity. The results of the study show that the use of the Wolio Palace Fortress in social studies learning is carried out through field visit strategies, class discussions, and group projects involving traditional leaders. The support of the principal through policies and facilitation of cooperation with cultural site managers strengthens the implementation of contextual learning. Students show an increase in understanding of local culture, characterized by the ability to explain the historical value and identity of the Buton Sultanate. The obstacles faced include limited references, lack of curriculum guidelines based on local culture, and lack of teacher training. This study recommends the development of thematic modules, teacher capacity building, and regional policy support to expand the implementation of local culture-based learning.