DOI: 10.12688/f1000research.188148.1 ISSN: 2046-1402

Local Wisdom-Based Learning Approaches for Strengthening Students' Conceptual Understanding and Character in Indonesia: A Systematic Literature Review

Renaldy Jovanda, Reinhard Leonardo Paais, Merliana Putri Manafe, Lina Sundari, Andira Rukmana Dewi, Maria Magdalena Regina Ohodo, Ines Alifah Wachidatun Chasanah, Aldi Hendra Pratama, Hadi Waluyo
Show PDF Cite
Local wisdom-based learning can connect academic knowledge with students’ cultural experiences, yet evidence concerning its implementation, contributions, contextual conditions, and methodological strength remains fragmented. This systematic literature review identified implementation patterns, examined contributions to conceptual understanding and character development, analyzed contextual factors, and determined research gaps. Following PRISMA 2020, searches of Scopus, Google Scholar, and Crossref for studies published between 2021 and 2026 yielded 1.209 records, of which 47 were analyzed using thematic synthesis. Five implementation patterns emerged: integrating cultural values into subject content, developing teaching materials, using innovative media, applying active-contextual learning, and utilizing local environments and communities as learning resources. The reviewed studies indicated potential contributions to conceptual understanding, literacy, critical thinking, engagement, value reflection, cultural identity, and ecological responsibility, particularly when local wisdom was combined with inquiry, problem-based learning, ethnoscience, contextual learning, and outdoor learning. These contributions depended on culture–content alignment, teachers’ cultural-pedagogical capacity, community involvement, resource and technology access, and assessment quality. However, the dominance of development studies, descriptive research, and short-term interventions limited causal and long-term conclusions. This review proposes the Local Wisdom Pedagogical Mediation Model, positioning pedagogical transformation and student meaning-making as mediators, teacher capacity as the primary moderator, and community involvement as an epistemic validator. Future research requires multisite, longitudinal, and mixed-methods designs with multidimensional assessments.

More from our Archive