Development a Smart Agility-Based Cultural Growth Model to Enhance Teachers’ Awareness of Cultural Elements

This study aims to develop the Smart Agility-Based Cultural Growth (SA-BCG) model to strengthen teachers' awareness of seven cultural elements at SMP Negeri 2 Sumberpucung. The study was motivated by the lack of consistent alignment between school cultural practices, underlying values, professional habits, and teachers' collective responsibilities. A mixed-methods approach with a concurrent embedded design was employed, involving 16 teachers. Model development proceeded through four stages: needs identification, model formulation, initial implementation via reflective workshops, and evaluation for refinement. Data were collected through observations, interviews, document analysis, pre- and post-test questionnaires, and open-ended questions. Qualitative data served as the primary basis for analysis, while quantitative data reinforced the interpretation of findings. The results indicate that the seven cultural elements language, knowledge systems, social organization, technology and equipment, livelihood systems, religion, and arts have been integrated into school practices. However, teachers' awareness tended to focus on cultural activities and products rather than on the underlying values ​​and professional implications. The SA-BCG model encompasses six stages of systematic and sustainable school culture development. The average score rose from 89.47 to 97.77 following the initial implementation. While this increase demonstrates an initial strengthening of teacher awareness, the sustainability of behavioral change requires longitudinal evaluation. The SA-BCG model holds potential as a contextual and adaptive framework for school culture development.