Abstract
ABSTRACT This study investigated how local content curriculum (LCC) affected students’ cultural awareness and identity in Indonesian elementary schools. LCC lets schools tailor 20% of the instruction to local contexts and needs. The study used a mixed-methods approach with 200 students from 10 schools in Banten, a diverse province. The data collection and analysis methods involved a questionnaire, a test, a portfolio, an interview, statistics, and thematic analysis. The study found that LCC improved students’ cultural awareness and identity significantly and was implemented in different ways with various partners. However, the study also uncovered that LCC clashed with the national standardised examination (NSE), which neglected LCC. The study suggested that LCC had potentials for enhancing students’ cultural competence and readiness for the globalised world. The study contributed to the literature on LCC, NSE, cultural awareness, and cultural identity, and offered some recommendations for policy makers, practitioners, and researchers.
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