Duek Pakat as a Cultural Pedagogy for Art Learning in Early Childhood Education: A Qualitative Study in Aceh Preschools

This study examines how the Acehnese deliberative tradition of Duek Pakat is represented in art learning practices in early childhood education (ECE) and considers its potential as a culturally grounded pedagogical approach. An ethnographic case study was conducted in two preschools in Aceh Besar Regency and Banda Aceh City. Participants comprised four ECE teachers, two principals, six parents, and two community leaders; data sources included participant observation, semi structured interviews, and school documents. The data were analyzed using the interactive model of Miles and Huberman, with credibility addressed through source and method triangulation. The manuscript identifies three reported practices: dialogic openings before art activities, children's participation in decisions about artistic activities, and collaborative role sharing in collective artwork. These examples suggest that Duek Pakat can provide a culturally meaningful structure for participation and collaboration. Because the study was qualitative, limited to two sites and three months, and did not include baseline or comparison data, the findings do not establish causal effects or demonstrate changes in children's competencies. The study offers a context specific account that may inform further investigation of local deliberative traditions in ECE.