<![CDATA[Indonesian language instruction in primary schools aims not only to develop students' literacy competencies but also to shape character and strengthen cultural identity. One approach involves integrating Banjar folklore through an ethnopedagogical framework. This study aims to describe the implementation of integrating ethnopedagogy-based Banjar folklore into fourth-grade Indonesian language lessons. A qualitative, descriptive research design was employed, involving the school principal, a fourth-grade teacher, and students as subjects. Data were collected through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana model, which encompasses data condensation, data display, and conclusion drawing. The results indicate that the integration of Banjar folklore was carried out through planning, implementation, and evaluation stages. The teacher incorporated Banjar folklore into teaching modules and conducted lessons involving reading, discussion, presentations, and reflection, while also internalizing cultural values such as religiosity, responsibility, cooperation (*Kayuh Baimbai*), honesty, and environmental awareness. Students responded positively because the learning material resonated with their cultural experiences, thereby boosting their learning motivation, language skills, and classroom participation. Implementation was supported by teacher competence, school policies, literacy programs, the students' cultural environment, and the availability of learning resources, although challenges remained regarding limited teaching materials, instructional media, and ethnopedagogy training for teachers. This study demonstrates that integrating ethnopedagogy-based Banjar folklore fosters contextual Indonesian language learning while simultaneously supporting local cultural preservation and strengthening student character.]]>
