STRENGTHENING RESPONSIBILITY CHARACTER THROUGH LOCAL WISDOM PROJECTS IN DIGITAL-AGE SCHOOLS

Abstract

This article examines responsibility character development in schools that combine digital learning with community-based cultural resources through the lens of character education, school culture, and contemporary Indonesian curriculum policy. The problem addressed is that digital tools expand access to information but may weaken accountability when learning tasks are fragmented, individualistic, and detached from local social obligations. The study aims to formulate a coherent pedagogical model explaining how collaborative local-wisdom projects can strengthen responsibility expressed as task ownership, reliability, discipline, care for shared outcomes, and accountability to community values in Indonesian schools operating in digital-age learning environments. The article uses an integrative literature review and design-based conceptual synthesis of recent academic literature, education policy documents, and character education theory published within the last decade. The synthesis indicates five central findings: structured moral routines require explicit meaning-making; students need repeated opportunities to practise values in authentic social situations; teacher modelling and peer interaction mediate value internalization; reflection converts behaviour into moral awareness; and school-family-community alignment is necessary for sustainability. The article contributes a practical framework consisting of value orientation, learning design, guided practice, reflective assessment, and institutional reinforcement. The proposed model is intended to support schools in designing character education that is systematic, culturally relevant, and pedagogically accountable.