Revitalizing Sundanese Pancawaluya Cultural Values for Character Education in the Digital Era

Sopidi Sopidi; Nani Kurniasari Nani; Adib Rofiuddin Basori; Syibromilisi Syibromilisi

doi:10.47766/idarah.v10i1.7440

Authors

Sopidi Sopidi Universitas Islam Negeri Siber Syekh Nurjati Cirebon https://orcid.org/0009-0004-2967-636X
Nani Kurniasari Nani Universiti Sains Malaysia, Malaysia https://orcid.org/0000-0002-5272-4671
Adib Rofiuddin Basori UIN Sunan Gunung Djati Bandung https://orcid.org/0009-0003-4769-5938
Syibromilisi Syibromilisi Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon https://orcid.org/0000-0001-5208-411X

DOI:

https://doi.org/10.47766/idarah.v10i1.7440

Keywords:

Cultural Erosion, Digital Character Education, Digital Transformation, Intergenerational Gap, Moral Degradation, Pancawaluya Philosophy, Tri-Centric Collaboration

Abstract

The global digital transformation has precipitated a paradox between hyper-connectivity and moral degradation, rendering youth vulnerable to identity disorientation. This research examines community perspectives on revitalizing the indigenous Sundanese philosophy of Pancawaluya (encompassing Cageur, Bageur, Bener, Pinter, and Singer) as a counter-mechanism within the digital character education ecosystem. Employing a quantitative descriptive case study design, data were collected via a valid and reliable survey from 200 respondents in West Java (primarily concentrated in Cirebon, 69%) using a hybrid strategy (online and offline). The findings reveal a critical erosion of cultural memory, termed the 'Heard but Forgot' phenomenon (57.5%), with only 22.5% of respondents fully comprehending the values. Nevertheless, the community acknowledges the high urgency of these values (M=3.74). A significant intergenerational gap exists alongside a stark disparity between idealized expectations and the empirical reality of digital disruption, with Generation Z demonstrating the lowest cultural retention. Consequently, this study proposes the implementation of Digital Ethno-pedagogy and Embodied Habitus to bridge this gap, emphasizing that local wisdom must be integrated into both algorithmic architectures and physical praxis. Successful character formation is no longer solely a pedagogical domain but a collective sociostructural imperative that necessitates an integrated Tri-Centric collaboration (school, family, and society) to cultivate sustainable moral resilience.

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