Evaluating the KENARA Program as a Cultural Identity Policy: A Case Study of Gayo Cultural Preservation at SMP IT Cendekia Takengon
Abstract
The KENARA Program was initiated as a school-based cultural identity policy to preserve Gayo cultural values among students amid the growing influence of globalization, digital media, and declining intergenerational cultural transmission. This study aims to evaluate the implementation of the KENARA Program at SMP IT Cendekia Takengon, Central Aceh, by examining its context, input, process, and product dimensions. This research employed a qualitative evaluative design guided by the CIPP evaluation model. Data were collected through semi-structured interviews, direct observation, and document analysis involving the principal and teachers who were directly engaged in the program. The data were analyzed through data condensation, data display, conclusion drawing, and verification, while credibility was strengthened through source and technique triangulation. The findings show that, in the context dimension, KENARA has a strong cultural rationale because it responds to the weakening transmission of Gayo language, values, arts, and identity among students. In the input dimension, the program is constrained by limited teacher competence, the absence of standardized modules, inadequate facilities, insufficient funding, and weak structured stakeholder support. In the process dimension, the program has been implemented through cultural habituation, traditional arts, language use, and school-based cultural activities, but its integration into classroom learning remains uneven and its evaluation instruments are not yet standardized. In the product dimension, KENARA has contributed to students’ cultural knowledge, confidence, pride, and participation, although their deeper understanding of Gayo cultural philosophy remains limited. The study implies that cultural identity policies in schools require standardized curriculum guidelines, teacher training, measurable evaluation indicators, and sustained collaboration among schools, families, customary institutions, and local government.
References
Abdul-Jabbar, W. K. (2026). Sustaining Qatari heritage as intercultural competencies: Towards a global citizenship education. Globalisation, Societies and Education, 24(2), 421–433. https://doi.org/10.1080/14767724.2023.2248460
Aherne, D. (2001). Understanding student stress: A qualitative approach. The Irish Journal of Psychology, 22(3–4), 176–187. https://doi.org/10.1080/03033910.2001.10558278
Akbar, E. (2015). Pendidikan Islami dalam nilai-nilai kearifan lokal Didong. Al-Tahrir: Jurnal Pemikiran Islam, 15(1), 43. https://doi.org/10.21154/al-tahrir.v15i1.176
Ames, H., Glenton, C., & Lewin, S. (2019). Purposive sampling in a qualitative evidence synthesis: A worked example from a synthesis on parental perceptions of vaccination communication. BMC Medical Research Methodology, 19(1), 26. https://doi.org/10.1186/s12874-019-0665-4
Andriyanti, M., Suwandayani, B. I., & Amelia, D. J. (2024). The power of integrity of local wisdom in basic education: Sustainable development. Journal of Learning Improvement and Lesson Study, 4(2), 10–23. https://doi.org/10.24036/jlils.v4i2.110
Aristya, S., Zurqoni, & Khojir. (2026). The CIPP model for curriculum evaluation in Islamic education. Al-Hayat: Journal of Islamic Education, 10(1), 52–66. https://doi.org/10.35723/ajie.v10i1.228
Baharuddin, & Burhan. (2025). Urban and rural teacher perspectives on Indonesian educational reform: Challenges and policy implications. Cogent Education, 12(1), 2497142. https://doi.org/10.1080/2331186X.2025.2497142
Bashori, & Ardini, A. M. (2021). Kebijakan kurikulum muatan lokal bahasa dan sastra Minangkabau di SD/SMP Kota Pariaman sebagai upaya pelestarian budaya. Jurnal Hikmah, 10(1), 91–105.
Bingham, A. J. (2023). From data management to actionable findings: A five-phase process of qualitative data analysis. International Journal of Qualitative Methods, 22, 16094069231183620. https://doi.org/10.1177/16094069231183620
Börjesson, M., Broady, D., Le Roux, B., Lidegran, I., & Palme, M. (2016). Cultural capital in the elite subfield of Swedish higher education. Poetics, 56, 15–34. https://doi.org/10.1016/j.poetic.2016.02.004
Caingcoy, M. (2023). Culturally responsive pedagogy. Diversitas Journal, 8(4), 3203–3212. https://doi.org/10.48017/dj.v8i4.2780
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Curtis, H. L., Gabriel, L. C., Sahakian, M., & Cattacin, S. (2021). Practice-based program evaluation in higher education for sustainability: A student participatory approach. Sustainability, 13(19), 10816. https://doi.org/10.3390/su131910816
D’Andrea Martínez, P., Peoples, L. Q., & Martin, J. (2023). Becoming culturally responsive: Equitable and inequitable translations of CRE theory into teaching practice. The Urban Review, 55(4), 476–504. https://doi.org/10.1007/s11256-023-00658-5
Dahal, N. (2025). Qualitative data analysis: Reflections, procedures, and some points for consideration. Frontiers in Research Metrics and Analytics, 10, 1669578. https://doi.org/10.3389/frma.2025.1669578
Hartati, T., & Ramdiana, R. (2026). The Sining ritual tradition in the Gayo community of Central Aceh as a form of revitalization of educational values and local wisdom. Journal of General Education and Humanities, 5(2). https://doi.org/10.58421/gehu.v5i2.1216
Hicham, K., AlQbailat, N. M., Ismail, I. A., Qpilat, N. M., Al-Khawaldeh, N. N., Al-Shboul, O. K., & Masrar, F. Z. (2025). Interculturalizing ELT: Culture-based classes to enhance language skills and intercultural communicative competence dimensions. Ampersand, 14, 100221. https://doi.org/10.1016/j.amper.2025.100221
Husaini, H., & Hidayat, H. (2019). Manajemen kurikulum pendidikan dayah berbasis kearifan lokal masyarakat Gayo di Pesantren Semayoen Nusantara Kabupaten Bener. Idarah: Jurnal Pendidikan dan Kependidikan, 3(1), 1–15. https://doi.org/10.47766/idarah.v3i1.167
Indrawansyah, H., Caturiani, S. I., & Karmilasari, V. (2023). Evaluasi program pelestarian budaya Lampung: Bahasa dan aksara: Studi penilaian aplikasi Kaganga di Kota Bandar Lampung. Administrativa: Jurnal Birokrasi, Kebijakan dan Pelayanan Publik, 5(1), 33–41. https://doi.org/10.23960/administrativa.v5i1.134
Irsyadiah, N., Sulaeman, M., Marlina, Y., & Siregar, M. (2024). Strengthening local culture-based character education. EDUTEC: Journal of Education and Technology, 7(3). https://doi.org/10.29062/edu.v7i3.849
Jamilah, Jayadi, K., Yatim, H., Sahnir, N., Djirong, A., & Abduh, A. (2024). The integration of local cultural arts in the context of teaching materials on the implementation of the Merdeka Belajar curriculum. Journal of Education Research and Evaluation, 8(2), 404–413. https://doi.org/10.23887/jere.v8i2.78359
Kadir, H., & Rosmini, R. (2025). Annabba as cultural pedagogy: Exploring local wisdom values in Bugis-Makassar wedding traditions. Journal of Local Wisdom in Education, 1(1), 33–47. https://doi.org/10.26618/3ep9va76
Kaplan, L. S., & Owings, W. A. (2013). Developing professional capacity for shared influence. In Culture re-boot: Reinvigorating school culture to improve student outcomes (pp. 103–136). Corwin Press. https://doi.org/10.4135/9781452277974.n4
Kim, H.-O., Lee, I., & Lee, B.-S. (2026). Nursing students’ perception of health in South Korea: A qualitative content analysis. BMJ Open, 16(1), e112722. https://doi.org/10.1136/bmjopen-2025-112722
Koderi, Sufian, M., & Erlina. (2023). Developing Lampung local wisdom film of Arabic communication skills for Madrasah Tsanawiyah students. International Journal of Information and Education Technology, 13(12), 2004–2013. https://doi.org/10.18178/ijiet.2023.13.12.2015
Kruck, A., & Schneiker, A. (2017). Researching non-state actors in international security. Routledge. https://doi.org/10.4324/9781315669830
Lee, H., Jacoby, N., Hennequin, R., & Moussallam, M. (2025). Mechanisms of cultural diversity in urban populations. Nature Communications, 16(1), 5192. https://doi.org/10.1038/s41467-025-60538-2
Lu, L., & Shih, J. B. (1997). Sources of happiness: A qualitative approach. The Journal of Social Psychology, 137(2), 181–187. https://doi.org/10.1080/00224549709595429
Mansilla, V. B., & Wilson, D. (2020). What is global competence, and what might it look like in Chinese schools? Journal of Research in International Education, 19(1), 3–22. https://doi.org/10.1177/1475240920914089
Mardhatillah, Mardhatillah, Verawati, Eviyanti, E., Pramuniati, I., & Ramadhani, F. (2019). Teaching materials based on local wisdom to create meaningful learning in Aceh Province. In Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018). https://doi.org/10.2991/icssis-18.2019.20
Moon, M. D. (2019). Triangulation: A method to increase validity, reliability, and legitimation in clinical research. Journal of Emergency Nursing, 45(1), 103–105. https://doi.org/10.1016/j.jen.2018.11.004
Muspawi, M., Daryono, D., & Nasution, I. (2025). School principals’ perceptions of continuous teacher professional development: A grounded theory study. Qualitative Research Journal, 1–19. https://doi.org/10.1108/QRJ-01-2025-0007
Paris, D. (2021). Culturally sustaining pedagogies and our futures. The Educational Forum, 85(4), 364–376. https://doi.org/10.1080/00131725.2021.1957634
Putra Darma, V., Maesaroh, S., & Ria Citra, A. (2025). Integrating local culture into the English language teaching and learning process. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 4(2), 11009–11014. https://doi.org/10.31004/jerkin.v4i2.3536
Rahardi, R. K. (2019). Pragmatic perspective on phatic functions and language dignity. International Journal of Engineering and Advanced Technology, 8(5C), 261–269. https://doi.org/10.35940/ijeat.E1039.0585C19
Rahmawati, I. (2025). Integrating local cultural values in character education: An integrative literature review within the Indonesian educational context. Perfect Education Fairy, 3(4), 145–155. https://doi.org/10.56442/pef.v3i4.1261
Ramli, R., Razali, R., Gadeng, A. N., Diana, N., & Hariadi, J. (2025). Integrating local knowledge into higher education: A qualitative study of curriculum innovation in Aceh, Indonesia. Education Sciences, 15(9), 1214. https://doi.org/10.3390/educsci15091214
Rasidi, R., Istiningsih, G., Masithoh, R. F., & Rosyidi, M. I. (2025). Education based on local wisdom: An alternative model for the integration of cultural values in the school curriculum in Indonesia. International Journal of Contemporary Studies in Education, 4(2), 114–135. https://doi.org/10.56855/ijcse.v4i2.1521
Sadri, N. W., & Temaja, I. G. B. W. B. (2025). Local wisdom-based education in Indonesian school. The Eastasouth Journal of Learning and Educations, 3(3), 226–236. https://doi.org/10.58812/esle.v3i03.762
Sahlin, S. (2025). Professional development of school principals: How do experienced school leaders make sense of their professional learning? Educational Management Administration & Leadership, 53(2), 380–397. https://doi.org/10.1177/17411432231168235
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy approach: A case study on a preschool in Yogyakarta. Heliyon, 10(10), e31370. https://doi.org/10.1016/j.heliyon.2024.e31370
Sankaran, S., & Saad, N. (2022). Evaluating the Bachelor of Education program based on the Context, Input, Process, and Product model. Frontiers in Education, 7, 924374. https://doi.org/10.3389/feduc.2022.924374
Sengsoulintha, K. (2025). Teacher educators’ challenges: Focusing on teacher training colleges in Laos. Frontiers in Education, 10, 1614060. https://doi.org/10.3389/feduc.2025.1614060
Setyanto, E., A, M., & Soefijanto, T. A. (2019). Evaluation of culture-based education policy implementation and management at high school. International Journal of Advanced Research, 7(11), 633–641. https://doi.org/10.21474/IJAR01/10051
Shabalala, N. P. (2025). Decolonising environmental education in Africa through the early integration of indigenous knowledge systems guided by Zibanjwa Zisemaphuphu. Discover Sustainability, 6(1), 892. https://doi.org/10.1007/s43621-025-01822-5
Shih, Y.-H. (2024). Culturally responsive curriculum: A systematic overview. Edelweiss Applied Science and Technology, 8(6), 6917–6925. https://doi.org/10.55214/25768484.v8i6.3493
Shonfeld, M., Cotnam-Kappel, M., Judge, M., Ng, C. Y., Ntebutse, J. G., Williamson-Leadley, S., & Yildiz, M. N. (2021). Learning in digital environments: A model for cross-cultural alignment. Educational Technology Research and Development, 69(4), 2151–2170. https://doi.org/10.1007/s11423-021-09967-6
Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Press.
Sufian, M., Erlina, & Octariani, S. (2024). Gendered parenting and language achievement: A comparative study of children from single-mother and single-father families in Arabic language learning. Women, Education, and Social Welfare, 1(2), 110–120. https://doi.org/10.70211/wesw.v1i2.296
Sugiyono. (2021). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sunkar, A., Hidayati, S., Hartoyo, A. P., & Al-Gayoni, Y. U. (2021). Ethnobotanical knowledge and vitality of Gayo ethnolinguistic in Jabodetabek, Indonesia. IOP Conference Series: Earth and Environmental Science, 771(1), 012007. https://doi.org/10.1088/1755-1315/771/1/012007
Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing Scholarship, 33(3), 253–258. https://doi.org/10.1111/j.1547-5069.2001.00253.x
Toosi, M., Modarres, M., Amini, M., & Geranmayeh, M. (2021). Context, Input, Process, and Product evaluation model in medical education: A systematic review. Journal of Education and Health Promotion, 10(1). https://doi.org/10.4103/jehp.jehp_1115_20
Wahyudi, I., Herwin, Wuryandani, W., & Utami, C. T. (2025). Integrating local wisdom in elementary school to strengthen cultural identity in the digital era. Jurnal Pemberdayaan Masyarakat, 4, 359–369. https://doi.org/10.46843/jpm.v4i2.458
Weyant, E. (2022). Research design: Qualitative, quantitative, and mixed methods approaches, 5th edition. Journal of Electronic Resources in Medical Libraries, 19(1–2), 54–55. https://doi.org/10.1080/15424065.2022.2046231
Wijayanti, Y., Warto, Wasino, Djono, & Esa, M. S. (2025). History learning based on local wisdom Sanghyang Sikskandang Karesian. Paramita, 35(1), 167–179. https://doi.org/10.15294/paramita.v35i1.9033
Yustinaningrum, B., Nurliana, & Rahmadhani, E. (2018). The ethnomathematics: Exploration of Gayo tribe local wisdom related to mathematics education. Journal of Physics: Conference Series, 1088, 012061. https://doi.org/10.1088/1742-6596/1088/1/012061
Zulkarnain, Z., Al Hidaya, A., & Akbar, E. (2019). Sumang: Norm of Gayo community within the framework of Islamic education. Al-Tahrir: Jurnal Pemikiran Islam, 19(1), 53–69. https://doi.org/10.21154/altahrir.v19i1.1550
Copyright (c) 2026 Ida Nusraini, Mesiono, Nurussakinah Daulay
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with JPI: Jurnal Pustaka Indonesia journal agree to the following terms:
- Authors retain copyright and grant the JPI: Jurnal Pustaka Indonesia journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
_(3).png){kind=small}
