A Local Wisdom-Based Character Education Management for Madrasah Tsanawiyah Pesantren Mizanul Ulum Sanrobone, Takalar Regency

S. Surani (Universitas Muslim Indonesia)
Andi Darmawangsa (Universitas Muslim Indonesia)
A. Ardi (Universitas Muslim Indonesia)
Mira Susfita (Asia e University)

Golden Ratio of Social Science and Education
Vol. 6 No. 2 (2026): June - November

This study aims to develop a local wisdom-based character education management model for MTs Pesantren Mizanul Ulum Sanrobone, Takalar Regency, by examining how Takalar's cultural values can be systematically integrated into curriculum planning, classroom instruction, dormitory activities, and community collaboration. The integration of local wisdom (kearifan lokal) into Islamic educational settings has emerged as a critical priority in Indonesia, where rapid globalization risks displacing indigenous moral frameworks that sustain identity and social cohesion. A Research and Development (R&D) design was employed, incorporating semi-structured interviews, classroom and dormitory observations, surveys, and document analysis. Participants included the school head, five teachers, twenty students, and two traditional cultural leaders, selected through purposive sampling. Qualitative data were analyzed using the Miles and Huberman interactive framework, while quantitative data were examined through descriptive statistics. Results reveal that local wisdom integration within written curriculum documents (RPP) remains low at 32%, whereas informal application in classroom activities (68%) and dormitory routines (74%) is considerably higher. A total of 85% of students found cultural examples helpful for understanding character values, 90% felt stronger connection to the material, and 78% reported increased motivation. However, 40% still experienced difficulty in applying values consistently in daily behavior. All teacher respondents (91%) expressed the need for structured implementation guidelines. Effective character formation requires a comprehensive, ethnopedagogically grounded management model comprising: (1) explicit local wisdom integration in curriculum documents, (2) synergistic classroom and dormitory activities, (3) formal collaboration with traditional cultural leaders, and (4) culturally aligned character assessment. This model contributes to ethnopedagogical theory by positioning local wisdom as an epistemic foundation for character education, while offering practical guidance for pesantren and schools seeking sustainable.