Praktik Integrasi Kearifan Lokal dalam Pembelajaran Tematik di Sekolah Dasar Kabupaten Brebes

Abstract

This study aims to describe the integration of local wisdom in thematic learning at elementary schools in Brebes Regency. A qualitative descriptive approach was employed involving 25 elementary school teachers selected purposively. Data were collected through classroom observations, semi-structured interviews, and documentation studies, and analyzed using interactive analysis techniques consisting of data reduction, data display, and conclusion drawing. The findings indicate that 72% of teachers have integrated local wisdom into thematic learning, primarily through the use of local cultural examples, traditional stories, and community-based learning resources. In terms of planning, 60% of teachers included local wisdom in learning modules or activities, while only 32% explicitly formulated learning objectives or indicators oriented toward local wisdom. The integration of local wisdom was found to enhance students’ learning engagement, contextual understanding, and character development, particularly in values related to cooperation, respect, and environmental awareness. Constraints identified include limited instructional resources, time constraints, and insufficient training related to local wisdom-based learning. This study concludes that although the integration of local wisdom in thematic learning has been implemented by most teachers, systematic support and professional development are needed to optimize its application.