<![CDATA[Background: Modern education often prioritizes cognitive achievement while overlooking moral, emotional, practical, and physical dimensions of human development. Indigenous educational philosophies offer holistic frameworks that can enrich contemporary educational theory. The Sundanese philosophy of cageur, bageur, bener, pinter, singer and the Javanese philosophy of ngerti, ngrasa, nglakoni represent valuable indigenous perspectives on human development and learning. Objectives: This study aims to compare the conceptual structures of these two indigenous educational philosophies, identify their similarities and differences, and explore their potential integration into a holistic educational model. Method: A qualitative comparative philosophical approach was employed. Data were collected from cultural texts, philosophical writings, and relevant academic literature. The analysis involved conceptual, comparative, and integrative stages to examine meanings, relationships, and complementarities between the two frameworks. Results: The findings indicate that the Sundanese philosophy is outcome-oriented, emphasizing ideal human qualities, whereas the Javanese philosophy is process-oriented, focusing on the transformation of learning from understanding to action. Despite these differences, both frameworks converge across cognitive, affective, moral, and practical domains. The analysis further resulted in an integrative indigenous educational model that combines educational outcomes and developmental processes to support holistic human development. Conclusion: The Sundanese and Javanese educational philosophies are complementary rather than contradictory. Their integration results in a holistic indigenous educational model that combines educational outcomes and developmental processes, offering a culturally grounded framework for enriching contemporary educational theory and practice.]]>
