Identifying Local Wisdom as the Basis of Learning Theory

Abstract

Local wisdom is the result of thoughts, experiences, and cultural practices of the community that are inherited from generation to generation and become a guideline in social life. In the context of education, local wisdom has great potential as a foundation for the development of contextual learning theories and practices. This research aims to identify various forms of local wisdom that can be used as the basis for learning theory and explain its relevance in the development of education oriented to the needs of students and the socio-cultural environment. The research uses a qualitative approach with a literature study method. Data was obtained from various scientific sources in the form of books, journal articles, policy documents, and research results related to education based on local wisdom. Data analysis is carried out through data reduction, categorization, interpretation, and conclusion drawn. The results of the study show that the values of mutual cooperation, deliberation, respect for nature, experiential learning, and intergenerational inheritance of knowledge are relevant forms of local wisdom as the basis for the development of learning theories. Local wisdom can strengthen constructivist theories, contextual learning, social learning, and humanistic learning theories. Therefore, the integration of local wisdom in learning can increase the relevance of education while supporting the preservation of local culture.