<![CDATA[Abstrak Penelitian ini bertujuan untuk meninjau secara sistematis integrasi kearifan lokal dalam pembentukan karakter siswa sekolah dasar di Indonesia selama periode 2015–2025. Permasalahan utama yang diangkat adalah belum optimalnya penerapan nilai-nilai budaya lokal dalam pendidikan karakter serta minimnya kajian sistematis yang membahas strategi dan dampaknya. Metode penelitian yang digunakan adalah Systematic Literature Review (SLR) berdasarkan panduan PRISMA, dengan analisis terhadap 18 artikel ilmiah yang diperoleh melalui basis data Google Scholar. Kriteria inklusi meliputi publikasi tahun 2015–2025, konteks sekolah dasar di Indonesia, serta penggunaan pendekatan empiris. Analisis dilakukan secara tematik menggunakan pendekatan konten. Hasil penelitian menunjukkan bahwa integrasi kearifan lokal dilakukan melalui lima bentuk utama, yakni muatan kurikulum tematik, cerita rakyat, tema budaya lokal, sastra anak, dan praktik sosial budaya. Strategi implementasi yang dominan meliputi pembiasaan nilai, kegiatan kontekstual, kolaborasi dengan masyarakat, refleksi, dan pendekatan etnografis. Nilai-nilai yang paling sering diintegrasikan adalah gotong royong, tanggung jawab, religiusitas, kejujuran, dan cinta budaya. Temuan menunjukkan bahwa integrasi kearifan lokal berkontribusi dalam memperkuat kesadaran budaya, membentuk moralitas, menumbuhkan karakter sosial, kepedulian lingkungan, serta memperteguh identitas lokal siswa. Penelitian ini memberikan kontribusi penting dalam pengembangan kebijakan pendidikan dan desain pembelajaran karakter yang berbasis budaya lokal, serta mendukung pencapaian Profil Pelajar Pancasila secara kontekstual dan berkelanjutan. Kata kunci: karakter siswa, kearifan lokal, pendidikan dasar, pendidikan karakter, systematic review Abstract This study aims to systematically review the integration of local wisdom in character education for elementary school students in Indonesia during the 2015–2025 period. The core issue addressed is the suboptimal implementation of cultural values in character formation and the lack of systematic research on its strategies and impacts. Employing a Systematic Literature Review (SLR) method guided by the PRISMA protocol, the study analyzed 18 empirical articles sourced from Google Scholar. Inclusion criteria included publications from 2015–2025, a focus on elementary education in Indonesia, and the use of empirical approaches. Thematic content analysis was conducted to identify patterns and insights. The findings indicate five primary forms of integration: incorporation into thematic curricula, utilization of folklore, embedding cultural values into lesson themes, use of children’s literature, and implementation through socio-cultural practices. Key strategies include value habituation, contextual learning activities, collaboration with communities, reflective learning, and ethnographic approaches. The most frequently integrated values were mutual cooperation, responsibility, religiosity, honesty, and cultural appreciation. The study concludes that integrating local wisdom significantly contributes to enhancing cultural awareness, fostering moral development, promoting social character, encouraging environmental consciousness, and strengthening students’ local identity. These findings provide theoretical and practical implications for designing culturally responsive character education models and formulating policies that align with the contextual needs of Indonesian elementary education and the goals of the Pancasila Student Profile. Keywords: character education, elementary school, Indonesia, local wisdom, systematic review]]>
