<![CDATA[This study aimed to evaluate the potential development of physics learning tools integrated with Education for Sustainable Development (ESD) on energy topics associated with the local wisdom of Temam Waterfall. This study employed qualitative and quantitative descriptive approaches. Data were obtained from three teachers and 20 students through observation, Likert-scale questionnaires, and documentation. The analysis focused on teacher competence, the availability of guidebooks and supporting infrastructure, and student habituation based on environmental, social, and economic pillars. The results showed that the integration of local wisdom has the potential to make physics learning more contextual, although its utilization remains suboptimal. Teacher competence ranged from 65% to 67%, while the availability of guidebooks and supporting infrastructure each reached 58%. Student habituation was most dominant in the social pillar, reaching 70% and categorized as frequent. Based on these findings, the transition from theoretical knowledge to sustainable character formation requires synergy among teacher innovation, the development of validated interactive modules, the provision of supporting facilities, and school policies that encourage environmental ethical practices. Keywords: Energy, ESD, Local Wisdom, Physics Learning, Student Habituation]]>
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