Technology-Enhanced Ethnopedagogy: Recontextualizing Folklore for Islamic Character Education toward SDG 4.7 Waway Qodratulloh S (a*)- Neneng Nuryati (b)- Dinda Amanda Ainun Nuzul (c)- Satria Kharimul Qolbi (d)- Muhammad Sulaiman (e)- Mardan Umar (f)
(a,b,c,d) Politeknik Negeri Bandung, Jl. Ciwaruga, Ciwaruga, Kec. Parongpong, Kabupaten Bandung Barat, Jawa Barat 40559, Indonesia
*waway[at]polban.ac.id
(d) Universitas Terbuka, Jalan Cabe Raya, Pondok Cabe, Pamulang, Tangerang Selatan 15437, Banten - Indonesia
(e) IAIN Manado, Jl. Ring Road, Malendeng, Kec. Paal Dua, Kota Manado, Sulawesi Utara 95129, Indonesia
Abstract
Islamic Religious Education in higher education faces the challenge of developing character education that is contextual, reflective, culturally grounded, and relevant to students^ digital learning experiences. Character education is often delivered through textual and normative approaches, limiting students^ opportunities to interpret and actualize moral values in personal, social, academic, and digital life. In response, this conceptual article proposes a technology-enhanced ethnopedagogical framework for recontextualizing the folklore Si Kabayan Saba Kota in Islamic character education, in line with SDG 4.7. Using conceptual-theoretical synthesis, the article integrates Islamic character education, local folklore, cultural pedagogy, digital learning, transformative learning, and sustainability-oriented education. The framework positions Si Kabayan Saba Kota as an ethical-cultural source containing values of religiosity, honesty, social care, local wisdom, responsibility, courage, simplicity, equality, and love of homeland and culture. These values are reconstructed into three interconnected pedagogical stages: digital contextualization, interactive ethical engagement, and reflective action. Selected scenes are transformed into multimedia-based moral situations, discussed through digital storytelling, branching scenarios, guided dialogue, and reflective forums, and developed into digital portfolios, reflective journals, value-based projects, and personal action plans. The framework contributes to Islamic Religious Education by shifting character education from passive moral transmission toward culturally mediated ethical formation in practice.
Keywords: technology-enhanced ethnopedagogy- Islamic character education- Si Kabayan Saba Kota- SDG 4.7- higher education
