PEMBELAJARAN SENI BERBASIS KEARIFAN LOKAL PADA ANAK USIA DINI: SEBUAH STUDI ETNOGRAFI DI KOTA LANGSA

Abstract

Art learning in early childhood plays an important role in stimulating cognitive, motor, and socio-emotional development while cultivating cultural identity from an early age. Langsa, a multi-ethnic coastal city in Aceh inhabited by Acehnese, Tamiang Malay, Gayo, Javanese, and Chinese communities, holds a wealth of local wisdom traditional dance, woven crafts, Acehnese carving motifs, and traditional games that could be integrated into art learning in early childhood education (ECE) institutions, yet this potential remains poorly documented. This study aims to describe and analyze in depth the practice of local-wisdom-based art learning for young children in Langsa City through an ethnographic approach. A qualitative ethnographic design was employed, involving participant observation, in-depth interviews, and documentation with teachers, children, parents, and cultural figures across several ECE institutions in Langsa. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings indicate that local-wisdom-based art learning in Langsa is realized through the introduction of traditional dance, nature-based crafts, Acehnese carving motifs, and regional songs integrated into learning centers and the Pancasila Student Profile Strengthening Project, involving the active roles of teachers, parents, and the community, although implementation still faces challenges such as limited facilities, teacher competence, and the growing influence of global digital culture.