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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 5 Documents
 1 
Search results for , issue "vol. 1 no. 1 (2025): jlwe" : 5 Documents clear
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.

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