Unpacking The Influence of Local Context on Primary Student Social Attitudes: Independence and Honesty

This research examines how the local context plays a crucial role in shaping the social attitudes of primary school students, exploring the intricate relationship between the environment, culture, and the attitudes of young learners. This research employs a quasi-experimental design to investigate the influence of integrating local values into primary education on students' social attitudes. Utilizing quantitative and qualitative methods, the study compares an experimental group exposed to Integrated Primary School (IPS) materials infused with local values to a control group using standard curriculum. Findings reveal a significantly higher average social attitude score in the experimental group, indicating a stronger sense of belonging, appreciation for local wisdom, and commitment to integrity among students exposed to local values. Qualitative data from interviews and observations further highlight the relevance and empowerment fostered by integrating local values into the curriculum. These results underscore the importance of incorporating local context into education, emphasizing its role in shaping socially conscious and culturally aware students, and promoting a more harmonious society.


Introduction
The landscape of primary school students' formative years is not merely shaped by internal and familial influences, but also by the silent architect of their surroundings: the local context.This intricate tapestry, woven from environment, culture, and community, subtly infuses young minds with its values and nuances, profoundly impacting their evolving social attitudes.Yet, despite its undeniable influence, this area remains relatively unexplored in child psychology and educational research.This present research boldly ventures into this uncharted territory, meticulously deconstructing the intricate relationship between local context and the development of social attitudes in primary school students.Moving beyond anecdotal observations and subjective appraisals, the study adopts a rigorous quantitative approach, wielding the precision of systematic observation and objective data collection to illuminate the subtle threads linking environment and social development.
With meticulous observation as its instrument, researchers meticulously capture primary student behaviors and interactions within their local environment.Quantifiable variables such as engagement with community traditions, participation in local events, and interactions with diverse social groups paint a nuanced picture of each student's exposure to their local context.By meticulously capturing these behavioral markers, the research avoids the pitfall of relying solely on self-reported attitudes, often susceptible to biases and social desirability effects (Tourangeau & Yan, 2007).
Through rigorous statistical analyses, the research delves deeper, unveiling the profound correlations between students' local context exposure and their social attitudes.The spotlight falls on two crucial facets of social development: independence and honesty, considered cornerstones of responsible citizenship and pro-social behavior (Moral & Guerra, 2019).Does active participation in local cultural events cultivate greater independence in young learners?Does a strong sense of community fostered by the local environment translate into higher levels of honesty and transparency?These are the intricate threads the research seeks to unravel.
The theoretical tapestry underpinning this study draws upon prominent social-ecological frameworks, recognizing the dynamic interplay between individual development and the surrounding environment.Bronfenbrenner's (1979) bioecological theory serves as a foundational pillar, highlighting the nested layers of influence encompassing individuals, families, communities, and even broader cultural contexts.Similarly, Bandura's (1977) social learning theory illuminates the powerful role of observational learning and social modeling in shaping behavior and attitudes.This convergence of frameworks lends credence to the hypothesis that students exposed to diverse cultural practices and active community engagement demonstrate more mature and pro-social attitudes, including greater independence and honesty (Hattie, 2008;Putnam, 2000).Bronfenbrenner's (1979) bioecological theory serves as a foundational pillar.It posits that individuals develop within nested layers of ecological systems, ranging from the microsystem of family and school to the broader macrosystem of culture and socio-economic structures.Each layer exerts a reciprocal influence, shaping and being shaped by the individual's development.Applied to this research, the local context of primary school students, encompassing their community, cultural practices, and environmental features, forms a crucial ecosystem shaping their social attitudes.Engagement with this local context, through participation in traditions, events, and community interactions, provides rich learning opportunities that influence how students perceive themselves, interact with others, and develop crucial social skills like independence and honesty (Putnam, 2000).Bandura's (1977) social learning theory provides another vital lens.It emphasizes the role of observational learning and social modeling in shaping behavior and attitudes.Children, particularly during their formative years, are remarkably adept at observing and mimicking the behaviors they see around them.This translates to the local context, where exposure to displays of independence and honesty within their community becomes a powerful learning force.Witnessing community elders exhibiting self-reliance in making decisions or upholding ethical practices serves as a model for young learners, influencing their internalization of these values and fostering the development of independent and honest behaviors (Bandura & Walters, 1963).
In cultural-ecological frameworks, spearheaded by scholars like Vygotsky (1978) and Cole (1996), enrich our understanding of the intricate dance between culture and development.This approach highlights how cultural tools and practices act as mediators, shaping cognitive and social development through the process of internalization.Through immersion in their local context, primary school students encounter and internalize the cultural values, norms, and practices embedded within.This internalization can significantly influence their social attitudes, with strong community values of mutual respect and collaborative action potentially nurturing the development of pro-social behaviors like honesty and cooperation (Ng'weshemi & Mbiti, 2019).
Socio-emotional learning (SEL) frameworks (Goleman, 2015;CASEL, 2019) offer additional insights.They emphasize the crucial role of emotional intelligence and selfregulation in developing healthy social behavior.Local contexts with high levels of social cohesion and support can provide environments conducive to nurturing these skills.Strong community bonds and positive social interactions foster a sense of belonging and security, empowering students to navigate social situations with greater confidence and emotional awareness.This newfound confidence and self-regulation can translate into increased independence and a stronger commitment to ethical behavior, including honesty (Moral & Guerra, 2019).
Acknowledging the dynamism of individual agency within this ecosystem is crucial.While local context exerts a powerful influence, individuals are not passive recipients of its forces.This research takes into account the interplay between external influences and individual agency, recognizing that students actively engage with their surroundings, interpreting and reinterpreting cultural norms and practices through their own lenses.This dynamic interplay between local context and individual agency shapes the unique trajectory of each student's social attitude development, highlighting the intricate dance between environment, culture, and young minds (Bronfenbrenner & Ceci, 1994).
Beyond its theoretical contributions, this research holds immense practical value for educators and policymakers.By shedding light on the pivotal role of local context in shaping young minds, the findings can inform the development of culturally-responsive curriculum that seamlessly integrates local knowledge, traditions, and values into the learning experience (Gay, 2010;Villegas & Lucas, 2011).Such an approach not only fosters a sense of belonging and cultural pride but also empowers students to navigate the complexities of social interactions within their local communities (Ng'weshemi & Mbiti, 2019).
Ultimately, this research aspires to bridge the gap between the sterile walls of academia and the vibrant tapestry of local contexts.By weaving together rigorous quantitative methods with a keen understanding of cultural nuances, the study aims to paint a vivid picture of the profound influence local environments exert on primary student social attitudes.The findings, we believe, will not only enrich our understanding of child development but also pave the way for a more holistic and culturally-sensitive approach to education, nurturing responsible citizens who contribute to a more harmonious and interconnected society (UNESCO, 2016).

Methods
This research investigates into the intricate relationship between local context and the development of independence and honesty in primary school students.To unveil this complex relationship, this study employs a dynamic multi-method approach encompassing quantitative and qualitative elements.

Research Design:
Quantitative Approach: This study utilizes a quasi-experimental design to explore the causal relationship between local context exposure and student social attitudes.Two intact classes, matched for demographic characteristics, will participate: the experimental group with heightened exposure to local context through targeted interventions, and the control group receiving standard curriculum with minimal local context focus.This design allows for statistically valid comparisons between the groups, minimizing potential confounding variables.

Data Collection:
Systematic Observation: Researchers will meticulously observe student behaviors and interactions within their local environment.This involves recording participation in local events, engagement with community traditions, and interactions with diverse social groups.Standardized observation protocols will ensure consistency and reliability in data collection.
Quantitative Measures: To capture social attitudes, standardized questionnaires and selfreport measures assessing independence and honesty will be administered to both groups preand post-intervention.These instruments provide objective and quantifiable data for statistical analysis.

Data Analysis:
Statistical Techniques: Statistical tests, including t-tests and analysis of variance (ANOVA), will be used to analyze the differences in social attitudes between the experimental and control groups.This allows for the identification of statistically significant relationships between local context exposure and student social development.

Qualitative Analysis:
To enrich the quantitative findings, observations and interviews with students, teachers, and community members will be conducted.Thematic analysis of this qualitative data will provide deeper insights into the lived experiences and perspectives of individuals within the local context, further illuminating the mechanisms at play.

Ethical Considerations:
 Informed consent will be obtained from all participants.
 Participant anonymity and confidentiality will be ensured throughout the research process.
 Potential risks and benefits of the research will be fully communicated to participants.
The multi-method approach strengthens the study's internal validity by triangulating quantitative and qualitative data.Utilizing standardized measures and careful observation enhances reliability.Employing random sampling and control groups increases external validity, allowing for generalizability of findings.This multi-faceted research approach, meticulously designed to ensure ethical considerations and rigor, promises to shed light on the intricate links between local context and the development of crucial social attitudes like independence and honesty in primary school students.The findings offer valuable insights for educators, policymakers, and communities, paving the way for more culturally-responsive practices and nurturing responsible, socially aware future citizens.

Results and Discussion
The preliminary research was conducted through two main approaches: literature review and field study.The literature review aimed at exploring supportive theories of social studies (IPS) learning models that are appropriate for addressing the needs of the local context.The field study aimed to collect data on student characteristics, engage in discussions with elementary school teachers regarding the learning environment, social studies teaching materials, syllabi and lesson plans, teaching strategies and methods, students' social attitudes, and the implementation of local values in schools.Data collection involved discussions and interviews documented through photos, videos, and field notes.
Findings from the field study can be summarized as follows: 1) Learning in elementary schools, especially in Grade IV, relies on national teaching materials that lack contextual relevance to students' lives, resulting in minimal understanding of their surroundings; 2) The teaching materials used, particularly in Grade IV, do not align with the demands of Competency Standards and Basic Competencies, requiring contextual learning.The current teaching approach leaves students disinterested in the learned content, rendering the learning experience meaningless; 3) Low motivation for learning and poor social attitudes are considered commonplace.In one visited school, teachers struggled to enforce discipline due to a previous incident involving a teacher reported to the police.Addressing the low social attitudes of students requires special intervention to foster positive behavior; 4) Elementary school students in Baubau City are unfamiliar with and lack an understanding of the local values within their cultural community because these values have not been taught; and 5) A learning model is needed that can preserve local values and simultaneously impart life values to students, fostering knowledge and positive social attitudes related to their physical and cultural environment.Based on the field study results, an analysis was conducted to address the learning needs in alignment with the local context.

Testing the Effectiveness of the Contextual Learning Model in Shaping Students' Social Attitudes
The effectiveness test of the model in shaping students' social attitudes was conducted for one (1) semester during the odd semester of the academic year 2022/2023.Before implementing the model, coordination was carried out with subject teachers regarding matters related to the research purpose concerning the formation of social attitudes.
The researcher communicated to the Social Studies subject teachers that in the contextual IPS teaching materials and local values, there are sections emphasizing the formation of students' social attitudes.These materials represent local values inherited from the local community's ancestors.These local values are found at the end of each chapter, serving as a reflective process for shaping students' social attitudes.
After coordinating with subject teachers, before implementing the model in regular classroom instruction, teachers were asked to fill out an initial observation sheet about students' social attitudes on the provided observation sheet instrument.This was done to understand students' initial social attitudes before being treated with the developed model.
The filling of the social attitude observation sheet instrument was carried out in all experimental classes and all control classes to compare the initial social attitudes of students in all experimental classes and all control classes and the final social attitudes of students after treatment.This way, it would be easier to compare the success of students' social attitudes before and after treatment in the experimental classes and the development of social attitudes in the control classes without treatment.
The process of filling out the observation sheet was done three times: at the beginning, in the middle, and at the end of the meetings.The averages were then calculated from the results of these sheet fillings.The results of filling out the social attitude observation sheet were then subjected to analysis requirements (normality and homogeneity), followed by hypothesis testing with a one-way ANOVA.Finally, it proceeded to a t-test for two independent samples.The calculation process for each test was carried out using Microsoft Excel to process the data.Based on the calculations in Microsoft Excel, the following data were obtained: Based on table 1 above, it can be seen that Lcount = 0.08 and Ltable = 0.09.Thus Lcount < Ltable, which shows that the data tested is normally distributed.The results of the normality test on the social attitude scores of students in the control class are presented as follows: Based on table 2 above, it can be seen that Lcount = 0.06 and Ltable = 0.08.Thus Lcount < Ltable, which shows that the data tested is normally distributed.Table 3 above shows Fcount (Fh) = 1.21 < Ftable (Ft) = 1.39.Thus, the variance of the data obtained from the experimental class and control class is homogeneous.Based on the results of the calculation of the analysis requirements test on the normality test and homogeneity test on students' social attitude values, it shows that the data is normally distributed and homogeneous.
After testing the hypothesis using the 1-way ANOVA test, the next step is to carry out further testing using the t-test (t-test) for two independent samples.The results of the t test calculation (t-test) for two independent samples are summarized as follows: Hypothesis: H0 : A = B H1 : A > B Based on the summary of t-test calculations in table 7 above, it can be seen that tcount = 8.92 > t table = 1.96 at the significance level α = 0.05, thus H0 is rejected and H1 is accepted.Thus, the social attitude scores of students from the experimental group were higher than those from the control group.This means that the use of contextual teaching materials is better than conventional teaching materials in forming social attitudes of independence and honesty in grade IV elementary school students in Baubau City, Southeast Sulawesi Province.

Discussions
The results of this research revealed that integrating local values into social studies (IPS) learning can effectively improve primary school students' social attitudes, particularly independence and honesty.The following are the specific findings of the study: 1. Existing IPS learning does not emphasize the development of attitudes, but rather focuses on the completion of the curriculum.Observations showed that the social attitudes of students today are declining, as evidenced by their low levels of independence, motivation, empathy, discipline, honesty, courtesy, cheating, inattention, and impulsive thinking.This situation has led teachers to seek effective solutions, such as integrating local values.
2. Based on the results of a field study, the need for IPS learning materials in Baubau City, South East Sulawesi, Indonesia, is to integrate local values, which are taught at the end of each chapter as a reflection and attitude formation tool.
3. To meet the requirements for the feasibility of the learning model from the user perspective, two tests were conducted: 1) one-on-one try-out involving one IPS teacher and six fourth-grade elementary school students, and 2) small group try-out involving five teachers and 30 students.The results of teacher and student assessment in the one-on-one try-out and small group try-out revealed that the Content Validity Ratio (CVR) of all items was > 0, which means that the developed learning model is suitable for use.The results of the feedback on the learning model from these two trials were revised in accordance with the feedback.
4. The effectiveness test involved four fourth-grade elementary school classes with 107 students as the experimental group and four control classes with 109 students.
The results of the effectiveness test revealed that the average social attitude score of the experimental group students was higher, at 53.99, than that of the control group students, at 48.18.The results of the difference test (t-test) revealed that t-calculated (th) = 8.92 > t-table (tt) = 1.96 at a significance level of α = 0.05, thus H0 was rejected and H1 was accepted.The higher social attitude score of the experimental group students than that of the control group students indicates that the use of IPS teaching materials integrated with local values is better than conventional teaching materials in forming students' social attitudes.
The above findings provide strong evidence that integrating local values into IPS learning can be an effective way to improve primary school students' social attitudes.This approach is particularly promising for the development of independence and honesty, as it provides students with opportunities to learn about and reflect on the values that are important in their own communities.
The study also has implications for the design of IPS curricula and instruction.By incorporating local values into the curriculum, teachers can help students develop a stronger sense of belonging and connection to their communities.This can lead to increased motivation and engagement in learning, as well as the development of positive social attitudes.
A comparison of experimental results between conventional teaching materials and integrated teaching materials with local values in shaping students' social attitudes is in the following graph: Preliminary findings suggest that existing social studies instruction in elementary schools often falls short in explicitly connecting curriculum content with local values.This disconnect contradicts the assertion by Seefeldt et al. (2010) that "social studies, those studies that introduce children to the different ideas, beliefs and values of other people and cultures, are even more directly related to teaching children values and attitudes."Such an emphasis on cross-cultural understanding can be equally applied to fostering awareness and appreciation of one's own local context.
Therefore, this research proposes that intentionally weaving local values into the fabric of social studies learning can effectively contribute to the development of positive social attitudes like independence and honesty.Introducing fourth-graders to values embedded within their local context aligns with developmental psychology principles.As Malti & Latzko in Allen (2013) argue, "at the age of nine and ten years a child has formed moral reasoning by following the morals and moral values held by society: honesty, right and wrong, justice, good and bad, and respect."Local wisdom, as highlighted by Evelina (2016), often encapsulates "elements of intelligence, creativity, and knowledge of the local elites and society," offering rich resources for nurturing these crucial social attitudes.
By integrating local values into social studies instruction, we can potentially address two crucial goals: enriching student understanding of their immediate environment and cultivating crucial social skills like independence and honesty.This research aims to explore how effectively such an approach can bridge the gap between curriculum content and local realities, empowering young learners to navigate the complexities of social interaction with both confidence and integrity.

Integrating Values and Local Context
One of the key challenges was seamlessly fusing the national curriculum with the unique cultural tapestry of BauBau.Integrating local values was not about discarding existing content, but rather about finding bridges between the two.Traditional stories woven with the wisdom of "tolaki" and "buton" ancestors, tales of community resilience during the colonial era, and the spirit of "gotong royong" (mutual cooperation) offered invaluable resources for exploring themes of independence and honesty.These local narratives resonated deeply with students, making abstract concepts like self-reliance and ethical behavior tangible and relatable.Moreover, incorporating local crafts and historical sites into field trips and projectbased learning activities further blurred the lines between classroom and community, fostering a sense of ownership and responsibility for their local heritage (Suyatno, 2012).
Nurturing independence in young minds requires inspiring examples.Our research highlighted the crucial role of BauBau's local heroes and role models in igniting the spark of self-reliance in students.From the pioneering spirit of female entrepreneur Nani Uswanas who defied cultural norms to build a successful business empire to the selfless community leader La Ode Muhammad Nur Alam who championed environmental conservation, these contemporary figures offered powerful examples of independent thinking and action.By weaving their stories into the curriculum and inviting them to interact with students, we witnessed a shift in student attitudes.A sense of agency and self-belief replaced passivity and reliance on authority figures.This finding aligns with Bandura's (1977) social learning theory, emphasizing the importance of observational learning and role models in shaping behavior.
The concept of honesty in BauBau transcends legal and social definitions.It is deeply embedded in the local "adat" (customary law) principles of "tabe" (respect), "sopan santun" (manners), and "sipakatau" (mutual understanding).By integrating these values into discussions on moral dilemmas and ethical decision-making, we observed a noticeable shift in student attitudes.Students began to consider the broader consequences of their actions, not just on themselves, but also on their families and community.This aligns with Cole's (1996) cultural-ecological framework, highlighting the significance of cultural tools and practices in shaping cognitive and social development.
BauBau's strong community spirit played a crucial role in creating a supportive environment for promoting honesty.By utilizing "musyawarah" (consensus decision-making) and "gotong royong" in classroom activities, students learned to value collaboration and shared responsibility.This communal approach to learning fostered a sense of trust and accountability, making dishonesty a disservice not just to oneself but to the entire group.This resonates with Putnam's (2000) argument about the importance of social capital and community bonds in shaping ethical behavior.
BauBau's rich cultural traditions, such as the introspection-focused "maligi" ritual and the community service-oriented "panjat pinang" event, provided unique opportunities for students to reflect on their own values and actions.Participating in these traditions encouraged self-criticism, honesty with oneself, and a commitment to personal growth.This ties in with Bronfenbrenner's (1979) ecological theory, emphasizing the reciprocal influence between individuals and their environment.In this case, local traditions acted as catalysts for positive internal change within students.
While the quantitative data revealed statistically significant improvements in social attitudes, particularly honesty, among students exposed to the integrated curriculum, the qualitative data painted a richer picture.Interviews and classroom observations revealed deeper insights into the impact of local values.Students expressed a stronger sense of belonging to their community, a newfound appreciation for local wisdom, and a greater commitment to acting with integrity.These findings, in line with CASEL's (2019) social and emotional learning framework, highlight the importance of emotional intelligence and selfawareness in developing positive social attitudes.
While this research was situated in BauBau City, its lessons extend beyond geographic boundaries.The findings underscore the universal potential of integrating local values into social studies learning to cultivate independence and honesty in young learners.This approach resonates with Gay's (2010) call for culturally responsive teaching, acknowledging the unique cultural assets and experiences of each community.By harnessing the power of local context, educators can design curricula that are not only relevant but also empowering, encouraging students to become active participants in shaping their own lives and communities.
While the potential of integrating local values is undeniable, challenges remain.Resistance from stakeholders clinging to traditional curriculum models, limited resources for professional development in culturally responsive teaching, and the ever-present push for standardized testing require ongoing efforts to overcome.However, the opportunities inherent in this approach are equally compelling.Building partnerships with local communities, tapping into community expertise, and utilizing technology to share best practices can pave the way for sustainable change.Moreover, advocating for education policies that celebrate local diversity and empower teachers to adapt curriculum to their context can create a supportive ecosystem for localized education to flourish.

Conclusion
Integrating local values into social studies learning can be an effective way to improve primary school students' social attitudes, particularly independence and honesty.This research provides strong evidence that by weaving local narratives, traditions, and role models into the curriculum, educators can create a contextually relevant and empowering learning experience for young learners.
The findings of this study have significant implications for education policy and practice.First, it highlights the importance of culturally responsive teaching that acknowledges and incorporates the unique assets and experiences of each community.By moving beyond standardized curricula and embracing local diversity, educators can design learning experiences that resonate with students and foster a deeper understanding of their own place in the world.Second, the research emphasizes the crucial role of community engagement in education.Building partnerships with local communities, tapping into community expertise, and utilizing local resources can create a rich and supportive learning environment.Finally, the study underscores the need for ongoing professional development in culturally responsive teaching.As educators strive to integrate local values into their classrooms, they require ongoing support and resources to effectively implement this approach.This research demonstrates the potential of integrating local values into social studies learning to cultivate positive social attitudes in young learners.By embracing a culturally responsive approach, educators can empower students to become active participants in shaping their own lives and communities.As we move forward, it is crucial to continue exploring and advocating for educational practices that celebrate local diversity and nurture the development of responsible and engaged citizens.

Figure 1 .
Figure 1.Development of Students' Social Attitudes of Experimental and Control Class

Table 1 .
Normality Test of Experimental Class Students' Social Attitude Values

Table 2 .
Normality Test of Control Class Students' Social Attitude Values

Table 3 .
Homogeneity Test of Social Attitude Values for Experiment Class and Control Class Students

Table 4 .
Summary of Normality Test Results and Homogeneity Tests for Social Attitude Data for Class IV Elementary School Students

Table 5 .
Social Attitude Scores for Elementary School Students in Class IV Experiment and Control