Egrang as Cultural Pedagogy in Junior Secondary School Scouting: A Multiple Case Study

Nuryanti Nuryanti; Ngabiyanto Ngabiyanto; Mukhamad Shokheh; Slamet Slamet; Femberianus Sunario Tanggur; I Gede Wayan Wisnuwardana

doi:10.58421/gehu.v5i5.2191

DOI:

https://doi.org/10.58421/gehu.v5i5.2191

Authors

Nuryanti Nuryanti Universitas Ivet
Ngabiyanto Ngabiyanto Universitas Negeri Semarang
Mukhamad Shokheh Universitas Negeri Semarang
Slamet Slamet Universitas Negeri Semarang
Femberianus Sunario Tanggur Universitas Citra Bangsa
I Gede Wayan Wisnuwardana Universitas Nusa Cendana

Keywords:

Egrang, Cultural pedagogy, Scouting, Habitus, Multiple-case study

Abstract

Traditional games enter school programmes as cultural resources, yet the processes connecting participation with collective values remain underexplored. This study examines how schools organize egrang, a traditional stilt-walking game, as cultural pedagogy in Scouting. An interpretive multiple-case design involved four public junior secondary schools in Semarang, Indonesia. Participants included student Scouts, Scout leaders, teachers, principals, and deputy principals. Participant observation, semi-structured interviews, focus-group discussions, and document analysis informed reflexive thematic analysis and cross-case synthesis. Four arrangements emerged: patrol challenges, exploration stations, cultural-preservation activities, and camping programmes. Shared objectives organized peer assistance, responsibility, solidarity, and leadership, while adult facilitation linked experience with cultural meaning. The comparison shows that cooperation depended on task organization and reflection rather than the traditional status of the game alone. An interpretive model connects cultural practice, patrol interaction, and reflection with the possible continued enactment and negotiation of values. Bourdieu’s habitus provides an analytical lens, but the findings do not demonstrate enduring dispositions. Schools should combine shared objectives, inclusive roles, and structured reflection; longitudinal research should examine whether these practices persist beyond Scouting.

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