A Glocal Adaptive Reasoning Framework for Enhancing Social Studies Learning in Indonesian Elementary Schools

Global Citizenship Education (GCE), as promoted by institutions like UNESCO and OECD, emphasizes values such as empathy, justice, and sustainability. However, these values are often abstract and universalistic, neglecting the sociocultural realities of local communities. This study employs a conceptual qualitative approach supported by literature review and critical discourse analysis. The model developed GARÂM (Glocal Adaptive Reasoning and Madurese Social Studies Model) emerged from critical reflection on the limitations of GCE in multicultural elementary education. GARÂM proposes five instructional phases: Global, Adaptive Interpretation, Reasoning, Âction, and Meaning. These stages enable students to contextualize global values through local experiences, particularly rooted in the cultural wisdom of Madura. The model promotes glocal social reasoning that is adaptive, reflective, and morally grounded. GARÂM redefines justice, empathy, and sustainability using local epistemologies such as ta' abhenta pote mata, gotong royong, and community rituals like rokat tase’. This shifts the position of local culture from passive recipient to active conceptual agent in civic education. It challenges the epistemic asymmetry of global curricula and fosters a more equitable framework for citizenship learning. .