Social Studies Teachers Pedagogical Content Knowledge in Integrating the Perang Topat Tradition: A Literature Review
Keywords:
pedagogical content knowledge, Social Studies education, local wisdomAbstract
The Perang Topat tradition in Lingsar, West Lombok, has been widely studied as a cultural practice that reflects interfaith harmony among the Sasak and Balinese communities. However, little is known about how Social Studies teachers can transform it into teachable pedagogical knowledge. This article synthesizes the literature on Perang Topat, pedagogical content knowledge (PCK), and culturally responsive pedagogy in order to propose a conceptual framework of Social Studies teachers’ PCK for integrating the tradition into instruction. Using a qualitative literature review of 27 journal articles, proceedings papers, and book chapters analyzed through thematic analysis, the review identifies four main points. First, the Perang Topat literature is rich in values of harmony, tolerance, and social cohesion, but it mostly addresses value content rather than pedagogical processes. Second, PCK frameworks, from Shulman’s original formulation to the Refined Consensus Model, offer a foundation for examining content transformation and representation, yet their application to locally grounded Social Studies in Indonesia remains scarce. Third, culturally relevant, responsive, and sustaining pedagogies, together with multicultural citizenship education, underline the importance of teachers’ knowledge of students’ cultural backgrounds. Fourth, the gap between teachers’ positive attitudes and their actual use of local wisdom, along with the sensitivity of religious issues, is a challenge that needs to be anticipated. The article proposes a four-component conceptual framework of PCK for Perang Topat and an agenda for further empirical research.
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