This study aims to describe the management of culture–based learning to strengthen early childhood character, focusing on planning, implementation, and evaluation. This research employed a qualitative case study design, conducted at TK Al-Kahfi in Kota Palopo. Data were collected through in-depth interviews, observations, and document analysis involving the principal and teachers. Data were analyzed using the Miles and Huberman model through the processes of data reduction, data display, and conclusion drawing, while data credibility was ensured through source and method triangulation. The findings indicate that teachers have a good understanding of the concept of local culture–based learning and systematically integrate it into learning planning through the Daily Lesson Plan. The learning implementation uses interactive and participatory approaches, such as traditional games and group projects, allowing children to engage directly with cultural practices. Learning evaluation is conducted holistically through observation and anecdotal records, with parental involvement in assessing children's character development. This study contributes to strengthening sociocultural perspectives within the context of Bugis–Toraja culture and highlights the pedagogical value of traditional games in fostering early childhood character development. The findings also have practical implications for developing more contextually relevant curricula, strengthening teacher training in culture-based learning design, and fostering partnerships between schools and local cultural communities.
Hajeni et al. (Thu,) studied this question.