<![CDATA[This study aims to explore students’ experiences in local wisdom-based economics learning through a multicultural pedagogy perspective in public senior high schools in Palembang City. The study employed a qualitative approach, with Grade 11 students selected as the main informants through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and analyzed through data reduction, coding, categorization, data presentation, and conclusion drawing. Data validity was ensured through technical triangulation, source triangulation, and member checking. The findings show that economics learning becomes more meaningful when connected to students’ daily lives and local economic activities. Local wisdom serves as a source of knowledge that helps students understand the concepts of production, consumption, distribution, markets, and entrepreneurship contextually. Cultural diversity also provides a learning space that encourages students to understand differences in economic experiences, appreciate others’ perspectives, and develop values of cooperation, responsibility, honesty, mutual assistance, creativity, and independence. Furthermore, students’ experiences indicate a shift in their understanding of economics learning from merely mastering theories toward a deeper understanding connected to real-life contexts. However, implementation still faces limitations related to learning resources, instructional time, and teachers’ ability to optimally integrate local wisdom. This study confirms that local wisdom-based multicultural pedagogy can strengthen economics learning that is contextual, inclusive, relevant, and meaningful for students.]]>
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