cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hartono Bancong
Contact Email
jlwe.journal@gmail.com
Phone
+6285241037707
Journal Mail Official
jlwe.journal@gmail.com
Editorial Address
Jalan AP Pettarani Ruko Business Center A No.11, Makassar, 90222, Sulawesi Selatan, Indonesia
Location
Kota makassar,
Sulawesi selatan
INDONESIA
Journal of Local Wisdom in Education
Published by Indosainstech Id
ISSN : -     EISSN : 31101879     DOI : https://doi.org/10.65508/xxxxxx
Core Subject : Education,
Education Other
The Journal of Local Wisdom in Education (JLWE) is a peer-reviewed and open-access journal published biannually (June and December) by Indosaintech in collaboration with Universitas Muhammadiyah Makassar, Indonesia. Journal of Local Wisdom in Education (JLWE) focuses on the integration of local wisdom into educational practices, particularly within the context of Indonesia rich and diverse cultural heritage. The journal emphasizes the role of indigenous values, traditions, arts, and local knowledge as powerful tools for contextual learning, character education, and culturally responsive pedagogy. Journal of Local Wisdom in Education (JLWE) explores how cultural practices, such as traditional games, local arts, and values, can inform and transform modern educational approaches.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
 1   2 
Integrating Sipakatau and Sipakalebbi Values into Deep Learning Approaches for Character Education in Elementary Schools Salmia; Dideng Kadir; Muh. Alka
Journal of Local Wisdom in Education Vol. 1 No. 1 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/vz382n59

Abstract

Character education in primary schools demands pedagogical approaches that are culturally relevant and holistically oriented to foster ethical and moral development from an early age. The values of Sipakatau and Sipakalebbi, rooted in the Bugis-Makassar tradition, provide a strong foundation for social ethics and are highly applicable in shaping student behavior in educational contexts. This study examines the integration of these local wisdom values within a deep learning framework to enhance character education in elementary schools. Employing a qualitative systematic literature review, the research synthesizes findings from 45 peer-reviewed articles, proceedings, and scholarly texts published between 2015 and 2025, focusing on themes related to character education, contextual pedagogy, and ethnopedagogy. The results demonstrate that incorporating Sipakatau and Sipakalebbi through reflective, experiential, and culturally contextualized learning, such as folklore, role-playing, and community-based projects, encourages the internalization of moral values and promotes student engagement. The novelty of this study lies in its development of a culturally responsive conceptual model that links indigenous ethics with deep learning principles. The findings also emphasize the role of teachers as ethical facilitators and highlight the need for adaptive teaching modules tailored to students' sociocultural environments. Conclusively, this research contributes to the field of education by offering a transformative approach to character education that integrates local wisdom and by advancing the practical application of ethnopedagogical values in Indonesian elementary school curricula.
Pakarena Dance as a Medium for Character Education: A Phenomenological Study in South Sulawesi Elementary Schools Sudarmin; Abdul Malik; Nasir
Journal of Local Wisdom in Education Vol. 1 No. 1 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/7dvtkb48

Abstract

This study investigates the role of Pakarena dance extracurricular activities in strengthening character values among elementary school students in Maros Regency, South Sulawesi, Indonesia. As a traditional dance rich in cultural symbolism, Pakarena offers a unique and contextually grounded medium for character education, aligning with the growing need to incorporate local wisdom into holistic educational practices. Addressing the gap in existing literature, which often emphasizes technical dance instruction over educational impact, this study adopts a qualitative phenomenological approach to explore students’ lived experiences and the values internalized through dance participation. Data were collected through semi-structured interviews with students, teachers, and parents, as well as participatory observation of dance rehearsals and performances, and document analysis. The findings reveal that consistent engagement in Pakarena dance fosters key character values, including discipline, hard work, cooperation, responsibility, creativity, curiosity, and self-confidence. These outcomes are attributed to both the structured guidance of instructors and the intrinsic moral messages embedded in the dance’s movements and rituals. The novelty of this research lies in its integration of South Sulawesi’s cultural heritage into a pedagogical framework for character development, thereby bridging local traditions with national educational goals. This study contributes to the advancement of character education by providing an innovative, culturally responsive model that supports moral, emotional, and social growth in elementary students while promoting the preservation and appreciation of indigenous knowledge systems.
Annabba as Cultural Pedagogy: Exploring Local Wisdom Values in Bugis-Makassar Wedding Traditions Hajerah Kadir; Rosmini Rosmini
Journal of Local Wisdom in Education Vol. 1 No. 1 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/3ep9va76

Abstract

This study investigates the local wisdom values embedded in the Annabba tradition within the customary wedding ceremonies of the Bugis-Makassar community in Pajjukukang Village, Maros Regency, South Sulawesi, Indonesia. Amidst the growing influence of modernization, cultural erosion, and youth disinterest in indigenous practices, the urgency of preserving and revitalizing traditional values has intensified. The Annabba tradition, conducted after the formal marriage proposal (mappasidde), embodies not only symbolic rituals but also deeply held ethical principles that shape family relations and community life. This research aims to explore how such values are manifested, sustained, and can be optimized to strengthen cultural identity and social cohesion. Employing a qualitative ethnographic approach, the study collected data through participatory observation, in-depth interviews, and documentation involving 15 purposively selected informants, including traditional leaders, family members, and traditional practitioners. The findings reveal five central values: gotong royong (mutual cooperation), respect for ancestors, simplicity, siri’ (sense of honor), and social solidarity. These values are expressed through inclusive decision-making, symbolic food rituals, ancestral prayers, and the communal organization of ceremonial events. The novelty of this study lies in its focused ethnographic documentation of a specific and underexplored cultural tradition as well as its proposal to integrate these values into educational and cultural preservation frameworks. It concludes that Annabba functions not merely as a customary procedure but as a culturally rooted pedagogical model that contributes to character education, cultural sustainability, and community resilience. This research contributes to the field of education by demonstrating how local wisdom can serve as a foundation for culturally responsive pedagogy.
Traditional Games as Culturally Responsive Pedagogy: Exploring Boy-Boy Game for Character Building in Pancasila Education Kurniati; Andi Nurzamsinar; Tarisa Amalia
Journal of Local Wisdom in Education Vol. 1 No. 1 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/pwgehq16

Abstract

Strengthening students' character through culturally responsive and contextual learning is increasingly important, particularly within the framework of Indonesia's Curriculum.  Pancasila Education, as the foundation of civic and moral instruction, requires pedagogical strategies that connect national values with students' lived experiences. This study examines the integration of a traditional boy-boy game—rooted in local wisdom—as a contextual learning medium to support the internalization of Pancasila values, including mutual cooperation, honesty, responsibility, and justice. Using a qualitative approach based on literature review and supported by field observations, this research synthesizes findings from academic journals, proceedings, and educational sources. The results show that boy-boy game align with the seven core components of the contextual teaching and learning model and effectively contribute to cognitive, affective, and social development. These games also serve as a vehicle for character education by promoting values through active, cooperative, and meaningful play. However, the study also identifies several challenges, including limited space, lack of teacher training, and the absence of valid assessment instruments. The novelty of this research lies in highlighting traditional games as structured, culturally embedded pedagogical tools. This study contributes to the field of education by offering insights into how local wisdom can be leveraged to enrich civic education, foster character development, and preserve cultural heritage within formal schooling.
Global Trends in Local Wisdom-Based School Education: A Comprehensive Bibliometric Review (2009–2025) Syamsidar Saleng; Ishaq; Eny Syatriana
Journal of Local Wisdom in Education Vol. 1 No. 1 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/8fjph017

Abstract

This study presents a comprehensive bibliometric analysis of global and national trends in integrating local wisdom within school education between 2009 and 2025. The integration of local wisdom into formal education is gaining urgency amid global calls for culturally responsive, sustainable, and identity-based learning. Despite growing scholarly interest, no prior study has systematically mapped the evolution of this research field. Addressing this gap, the study analyzed 391 Scopus-indexed documents, including journal articles, conference papers, and book chapters, using VOSviewer and Biblioshiny to examine publication trends, key authors, influential institutions, geographic distribution, core sources, and thematic keyword clusters. Results indicate a sharp increase in publications from 2016 onward, with Indonesia emerging as the dominant contributor. Key thematic areas include character education, technological integration, multicultural pedagogy, and ecological literacy. The novel contributions of this study lie in its quantitative, data-driven perspective, which complements previous qualitative findings and offers a macro-level understanding of research trajectories and intellectual structures. The study concludes that local wisdom-based education is becoming a critical domain within educational research, particularly in Southeast Asia, and calls for expanded international collaboration and methodological innovation. By systematically mapping this field, the study contributes to advancing culturally grounded educational practices. It provides actionable insights for educators, policymakers, and researchers seeking to enhance the relevance and inclusivity of education systems.
Exploring The Concept of Geometry in Halasuji Kanre Ana’: Synergy of Mathematics with Local Culture Sri Satriani; Kristiawati; Muhammad Rizal Usman; Ranti Kurniasih
Journal of Local Wisdom in Education Vol. 1 No. 2 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65508/a5d4gr66

Abstract

This study addresses the persistent challenge of teaching geometry as an abstract and culturally detached subject by exploring the integration of local wisdom through an ethnomathematical perspective. The study examines halasuji kanre ana’, a traditional Bugis–Makassar bamboo artifact used in wedding rituals, as a contextual learning resource. The urgency of this research lies in the limited utilization of three-dimensional cultural artifacts in formal geometry instruction. The objective of the study is to identify and analyze the geometric concepts embedded in halasuji kanre ana’ and to evaluate its potential contribution to culturally contextual geometry learning. Employing a qualitative ethnomathematical approach, data were collected through artifact observation, documentation, and analysis of construction patterns and weaving structures, and were interpreted using thematic and conceptual analysis. The results reveal that halasuji kanre ana’ embodies a wide range of geometric concepts, including solid geometry, plane figures, line and angle relationships, tessellation, symmetry, and geometric transformations. These concepts are systematically interconnected within both the artifact’s structural framework and its decorative pattern. The novelty of this study lies in its comprehensive examination of a three-dimensional ritual artifact that integrates multiple geometric domains within a single cultural object, moving beyond the predominantly two-dimensional focus of prior ethnomathematics research. The study concludes that halasuji kanre ana’ has strong potential as a culturally contextual learning medium that bridges abstract mathematical concepts with students’ cultural experiences. This research contributes to the field of local wisdom education by providing a theoretically grounded framework for integrating indigenous cultural artifacts into mathematics instruction, thereby supporting meaningful learning, cultural preservation, and the development of inclusive and contextually relevant educational practices.
Embedding Local Wisdom in Joyful Mathematics Learning to Strengthen Early-Grade Numeracy: Evidence from the GEMBIRA Approach Salmia; Abdul Malik
Journal of Local Wisdom in Education Vol. 1 No. 2 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65508/x2hdya18

Abstract

Mathematics learning in early primary grades is often perceived as abstract and difficult when classroom instruction is weakly connected to children’s cultural and everyday experiences. This condition can suppress engagement and contribute to low foundational numeracy achievement. To address this urgency, the present study examined the effectiveness of the GEMBIRA approach—an instructional model that integrates joyful learning principles with local wisdom—on improving Grade 2 students’ calculation skills. The research employed a mixed-methods design using a one-group pretest–posttest framework involving 23 purposively selected students, complemented by qualitative inquiry through classroom observations and semi-structured interviews with students, teachers, and parents. Quantitative data were collected using calculation tests and analyzed with descriptive statistics and paired-sample t-tests, while qualitative data were analyzed thematically to explain learning processes and participant perceptions across the GEMBIRA stages (dig and explore, load content, create activity, follow students’ thinking, celebrate, and end with appreciation). Results showed a statistically significant increase in calculation performance, with mean scores improving from 57.39 (pretest) to 83.91 (posttest) (p < 0.05). Qualitative findings indicated heightened motivation, more active participation, and clearer conceptual understanding when calculation tasks were embedded in culturally familiar narratives, practices, and traditional games, supported by teacher responsiveness to students’ thinking and structured appreciation. The novelty of this study lies in the systematic integration of local wisdom and joyful learning within a staged, classroom-ready model empirically evaluated in early-grade mathematics. In conclusion, culturally grounded, enjoyable instruction can strengthen foundational calculation skills. This study contributes a replicable framework that bridges ethnomathematics and practical pedagogy to advance the field of local wisdom in education.
Implementation of the Bugis Sipatuo Sipatokkong Culture in Strengthening Social Values in Students in Elementary Schools Sudarmin; Dideng Kadir
Journal of Local Wisdom in Education Vol. 1 No. 2 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65508/tdyq0921

Abstract

Education plays a crucial role in preserving and transmitting local wisdom while addressing contemporary challenges such as increasing individualism, declining social values, and the erosion of cultural identity among elementary school students. In the context of globalization and digitalization, local cultural philosophies are often marginalized in formal education, despite their strong potential to support character formation and social cohesion. This study aims to examine the implementation of the Bugis–Makassar cultural philosophy Sipatuo Sipatokkong as a framework for strengthening students’ social values in an elementary school setting. A qualitative descriptive approach was employed, involving purposive sampling of principals, classroom teachers, students, and traditional community leaders at a public elementary school in South Sulawesi, Indonesia. Data were collected through participant observation, in-depth unstructured interviews, and document analysis, and were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings reveal that the values of Sipatuo Sipatokkong, including mutual cooperation, mutual reminding, mutual support, and mutual respect, are effectively internalized through daily learning activities, school routines, and social interactions. These values contribute to positive behavioral changes, such as increased empathy, collaborative learning, respectful communication, and reduced individualistic tendencies among students. The novelty of this study lies in its integrative approach, which translates a specific local cultural philosophy into observable pedagogical practices across both intra-curricular and extra-curricular domains. The study concludes that Sipatuo Sipatokkong functions not merely as cultural heritage but as a viable pedagogical framework for character education. This research contributes to the field of local wisdom in education by providing an empirically grounded model for integrating indigenous cultural values into formal schooling, offering practical implications for educators and policymakers seeking to promote culturally responsive, socially meaningful, and sustainable education.
Mapping Research on Local Wisdom in Environmental Management: A Global Bibliometric Study Nurfadilah; Rezkawati Saad; Fahrunnisa; Musdalifah Syahrir
Journal of Local Wisdom in Education Vol. 1 No. 2 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65508/eggafw39

Abstract

Environmental degradation and sustainability challenges have intensified the need for environmental management approaches that are socially and culturally grounded. Local wisdom, understood as indigenous and community-based knowledge, norms, and practices, has increasingly been recognized as a critical component of sustainable environmental management. However, existing studies remain fragmented and lack a comprehensive global overview. This study aims to map the development of research on local wisdom in environmental management through a global bibliometric analysis. Using a bibliometric mapping approach, data were retrieved from the Scopus database on Nov 14, 2025, resulting in 2,784 English-language, peer-reviewed documents published between 2021 and 2025. The analysis was conducted using Microsoft Excel, VOSviewer, and Biblioshiny to examine publication growth, leading sources, prominent authors, contributing countries, and thematic structures. The results reveal a steady increase in research output, with Indonesia emerging as the dominant contributor in terms of publications, institutions, and authorship. Conference proceedings constitute the main dissemination channels, while keyword analysis indicates a thematic shift from descriptive cultural studies toward sustainability, governance, decision making, and educational integration. The novelty of this study lies in repositioning local wisdom as a structured and evolving scientific field rather than isolated case-based research. The findings contribute theoretically by clarifying the intellectual structure and development trajectory of local wisdom research and practically by highlighting its relevance for environmental education and culturally responsive pedagogy. This study provides strategic insights for researchers, educators, and policymakers to strengthen the integration of local wisdom into sustainable environmental management and education.
Integrating Local Wisdom into Physics Education Through Traditional Games: A Qualitative Ethnoscience Mapping of Congklak Tri Hastiti Fiskawarni; Edy Kurniawan; Andi Arie Andriani; Wahyuddin
Journal of Local Wisdom in Education Vol. 1 No. 2 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65508/7hrtt727

Abstract

Physics learning in Indonesia is often experienced as abstract and disconnected from students’ daily cultural lives, which can weaken engagement and make key mechanics ideas harder to grasp. At the same time, many schools face the challenge of keeping local wisdom visible and meaningful within modern, standardized curricula. This study set out to identify physics concepts embedded in the traditional game congklak and to build a clear, classroom-ready mapping that links gameplay events to junior high school mechanics topics while also highlighting character values expressed through play. The research used a qualitative descriptive design with an ethnoscience perspective, combining a focused review of scholarly literature (2015–2025) with three recorded simulated congklak sessions (total 60 minutes) to document observable gameplay phenomena. Literature excerpts and observation logs were coded and synthesized through thematic analysis to develop an auditable concept–value framework. The results show that congklak repeatedly produces mechanics-relevant events that students can easily observe, such as short-range arc-like seed motion during placement, frequent contact interactions between seeds and the board that can be used to discuss interaction and momentum transfer qualitatively, and movement stopping that supports discussion of energy transfer and dissipation. The study also found that congklak naturally embeds local-wisdom values—patience, honesty in counting, fairness in turn-taking, cooperation, and strategic thinking—because these behaviors are required to play by the rules. The novelty of this work lies in providing a transparent workflow that bridges cultural practice and formal physics content while clearly treating gameplay observations as illustrative rather than experimental measurements. Overall, congklak offers a feasible, low-cost, and culturally meaningful way to contextualize introductory mechanics lessons and to open reflective conversations about values, contributing a replicable model for integrating local wisdom into science education.

Page 1 of 2 | Total Record : 11

 1   2 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 1 No. 2 (2025): JLWE Vol. 1 No. 1 (2025): JLWE