<![CDATA[Examines the philosophical foundation for developing a game-based learning cycle model integrated with Acehnese ethnopedagogy to improve elementary school students' conceptual understanding. The problem addressed in this study is that elementary learning often remains teacher-centered, abstract, and insufficiently connected to students' cultural background and daily experiences. This study aims to formulate the ontological, epistemological, and axiological foundations of a learning model that combines the learning cycle approach, play-based activities, and Acehnese local wisdom as a source of meaningful learning. This research uses a qualitative conceptual-philosophical method through literature review and critical analysis of recent studies on learning cycle, game-based learning, ethnopedagogy, Acehnese culture, and conceptual understanding in elementary education. The results show that, ontologically, learning is understood as an active and contextual process involving students, games, social interaction, local environment, and Acehnese cultural values. Epistemologically, knowledge is constructed through exploration, concept introduction, concept application, play-based experience, reflection, and interpretation of Acehnese local wisdom. Axiologically, the model is directed toward improving conceptual understanding, increasing learning motivation, strengthening character, preserving Acehnese cultural identity, and creating enjoyable and meaningful learning experiences. Therefore, the proposed model provides a strong philosophical basis for designing innovative, contextual, culturally responsive, and meaningful learning in elementary schools.]]>
Copyrights © 2026
