<![CDATA[Natural and social sciences (IPAS) learning in elementary schools is still predominantly focused on theoretical instruction, resulting in the underutilization of the local environment and culture as learning resources. Consequently, students often experience difficulties in relating the subject matter to their daily lives. This study aims to describe the implementation of IPAS learning in Grade III at SDN Ngunut 2 and analyze the teacher’s role in integrating local wisdom into the learning process. This study employed a qualitative approach using a case study design. Data were collected through observation, interviews, and documentation. Observations were conducted to directly examine classroom learning activities, while interviews were carried out to gather information regarding the implementation of local wisdom-based learning and the challenges encountered during its application. The findings revealed that the integration of local wisdom elements, such as the Larung Sesaji tradition and floating markets, positively contributed to students’ conceptual understanding, learning motivation, and active participation in IPAS learning. In this process, teachers acted as facilitators by developing contextual learning through the use of instructional media, discussion methods, question-and-answer activities, and learning experiences closely related to students’ daily lives. In addition to enhancing students’ understanding of the subject matter, local wisdom-based learning also fostered character values, including cooperation, mutual assistance, gratitude, and appreciation of local culture. Therefore, integrating local wisdom into IPAS learning can serve as an effective strategy to improve learning quality while strengthening character education among elementary school students.]]>
