Reconceptualizing Ngadu Bedug as a Cultural Civic Pedagogy: A Community-Based Civic Learning Model for Strengthening Civic Literacy

Abstrak

This article reconceptualizes Ngadu Bedug as a model of Cultural Civic Pedagogy to address the limited scholarly understanding of local cultural traditions as community-based spaces for civic learning. Previous studies have primarily examined bedug traditions as performing arts, religious expressions, learning resources, or cultural transmission practices. The study employed a qualitative approach with a cultural ethnographic orientation. The data were drawn from a preliminary research report, research instrument responses, documentary review, thematic analysis matrices, and relevant literature on bedug traditions, culturally grounded pedagogy, and civic literacy. Data were analyzed through thematic coding, cultural interpretation, and conceptual triangulation. The findings demonstrate that civic learning is embedded in cultural practice through habituation, role modeling, participation, musyawarah (deliberative consultation), shared responsibilities, and the intergenerational transmission of cultural values. These processes strengthen five interrelated dimensions of civic literacy: awareness of shared norms, understanding of civic principles, civic participation, social responsibility, and local civic identity. The study contributes to civic education scholarship by reconceptualizing Ngadu Bedug as a model of Cultural Civic Pedagogy that explains how community cultural practices function as culturally grounded pathways for civic learning and the development of civic literacy.