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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 6 Documents
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Search results for , issue "vol. 1 no. 2 (2025): jlwe" : 6 Documents clear
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.
Integrating South Sulawesi Local Food into Bioentrepreneurship Learning: A Project-Based Approach in Biology Education Hilmi Hambali; Nurul Magfirah; Rahmatia Thahir
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/jc3kfa66

Abstract

Higher education is increasingly expected to prepare graduates who are capable of translating scientific knowledge into real-world innovation while remaining responsive to local contexts and sustainable development needs. In biology education, this demand highlights the importance of integrating applied biological literacy with entrepreneurial competence through contextually grounded learning models. This study aims to examine the implementation of local food–based bioentrepreneurship learning in a department of biology education, Universitas Muhammadiyah Makassar, South Sulawesi, and to analyze how applied biological concepts are translated into product innovation, entrepreneurial competencies, and local wisdom–oriented learning outcomes. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, document analysis of student products and business reports, and expo performance documentation. The findings reveal that students systematically applied concepts in nutrition, food safety, natural pigments, and bioactive compounds to develop seven locally based products through iterative experimentation and project-based collaboration. The learning process fostered competencies in creativity, problem-solving, applied biology literacy, cost analysis, communication, and teamwork, while positioning local food not merely as raw material but as a regional identity and innovation resource. The study’s novelty lies in the development of an analytical framework that maps local wisdom (regional food resources and cultural identity) to biological reasoning and entrepreneurial translation within higher education. The study concludes that integrating local food into bioentrepreneurship learning strengthens contextual relevance, sustainability awareness, and applied scientific competence. This research contributes to the field of local wisdom in education by demonstrating how regional knowledge systems can function as dynamic pedagogical assets that bridge disciplinary science, entrepreneurship, and sustainable regional development.

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