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91	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-15
Ethnopedagogy-Based Transformative Education to Developing Ecological Awareness and Social Resilience of Madrasah Ibtidaiyah Students in East Lombok Lalu Awaludin Akbar, Muslihan IAIH Pancor Lombok Timur Abstract This study aims to examine the role of ethnopedagogy and local wisdom in transformative education to develop ecological awareness and strengthen the social resilience of Madrasah Ibtidaiyah students in East Lombok. The ethnopedagogical approach was used to integrate local cultural values and community social practices into environmental learning so that students could understand ecological issues in a contextual and meaningful way. This study employed a Participatory Action Research (PAR) approach involving students, teachers, and community members through project-based learning focused on plastic waste management as a local environmental issue. The research process included the stages of planning, implementation, observation, and reflection. Data were collected through observation, interviews, questionnaires, and documentation, and then analyzed using a mixed methods approach. The results of the study indicate that the integration of local wisdom into transformative education was able to improve students^ environmental knowledge, attitudes, and pro-environmental behavior while simultaneously strengthening the values of responsibility, cooperation, and social awareness within the school community. This study contributes to the development of a contextual and sustainable ethnopedagogy-based environmental education model at the primary school level. Keywords: ethnopedagogy, local wisdom, transformative education, ecological awareness, social resilience Share Link | Plain Format | Corresponding Author (Lalu Awaludin Akbar)

92	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-16
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 Share Link | Plain Format | Corresponding Author (Waway Qodratulloh S)

93	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-20
Revitalization of the Nyadran Tradition in Building the Social and Spiritual Character of the Younger Generation Dionisius Heckie Puspoko Jati Satya Wacana Christian University Abstract The rapid growth of globalization has led to a gradual decline in the appreciation of local cultural values among the younger generation, including traditional practices such as the Nyadran tradition. This condition raises concerns about the weakening of social and spiritual character among youth. This study aims to examine the revitalization of the Nyadran tradition as a means of strengthening the social and spiritual character of the younger generation. The research employs a qualitative descriptive approach, with data collected through observations, in-depth interviews, and documentation within communities that actively preserve the Nyadran tradition. The results show that Nyadran embodies important character values, including mutual cooperation, respect for ancestors, social harmony, and spiritual awareness. Furthermore, efforts to revitalize this tradition through community participation and its integration into educational activities have proven effective in fostering positive character development among youth. The study concludes that the Nyadran tradition plays a significant role as a cultural-based approach to character education and remains relevant in addressing moral challenges in the modern era. Therefore, the preservation and revitalization of Nyadran should be continuously supported by both communities and educational institutions. Keywords: character education- local wisdom- nyadran tradition Share Link | Plain Format | Corresponding Author (Dionisius Heckie Puspoko Jati)

94	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-28
RECONSTRUCTION OF ISLAMIC EDUCATION THROUGH TECHNOLOGY-BASED PEDAGOGICAL INNOVATION FOR SUSTAINABLE DEVELOPMENT M. Dahlan R Universitas Muhammadyah Tangerang Abstract This study addresses the need to reconstruct Islamic education in response to digital transformation and the global sustainable development agenda. While technology has shaped educational practices, its integration in Islamic education remains fragmented. It is often limited to instrumental use, leaving unresolved questions about values, pedagogy, and sustainability. Therefore, this study analyzed the core concepts of Islamic education and identified contemporary challenges related to sustainable development. It also examined relevant technology-enhanced pedagogical innovations and formulated a reconstructive model supporting the Sustainable Development Goals. A qualitative-descriptive approach with a conceptual design based on library research was employed. Data were gathered through documentation and systematic literature tracing and analyzed using content and thematic analysis. The findings identify four themes: core values of Islamic education, technological challenges, pedagogical innovation patterns, and a reconstructive model. The study shows that Islamic education has a normative foundation compatible with sustainability. However, it requires pedagogical and institutional transformation so that technology functions as a meaningful learning ecosystem rather than merely an instructional tool. The study presents an integrative conceptual framework connecting Islamic educational values, technology-enhanced pedagogy, and sustainable development. Keywords: islamic education- digital pedagogy- sustainable education- curriculum reconstruction- transformative learning Share Link | Plain Format | Corresponding Author (m dahlan r)

95	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-30
Cognitive Negotiation at the Kitchen Table: Silence, Compromise, and Meaning Reconstruction in Lifelong Learning within Chinese Ethnic Minority Families Sun Hua, Feng Li, Liu Rui,Shen Xiaoqing ,Chen Weilu SiChuan Open University Abstract This fieldwork, conducted at the intersection of rural modernization and lifelong learning policies in a multi-ethnic county of southwestern China, documents an overlooked tension: modern knowledge entering minority households collides with existing moral-practical codes. The household becomes the primary negotiation site, yet internal coping repertoires remain unexplored. This study asks: How do family members navigate cognitive dissonance during knowledge clashes, and how does this reshape learning^s cultural situatedness? Drawing on cognitive dissonance theory and constructivist grounded theory, I conducted interviews and participant observation across 15 households. The negotiation unfolded in three non-linear phases: (1) Dissonance perception-members vary in awareness and tacitly modulate conflict exposure- (2) Interactive coping-strategies of authority invocation, practice-led demonstration, and compromise collusion- (3) Recontextualization-external knowledge is reframed locally, reshaping family knowledge-authority structures and daily learning culture. Theoretically, this work extends cognitive dissonance theory to cross-cultural family contexts- empirically, it challenges unidirectional educational transmission models, suggesting that effective support must engage household-level dialogues rather than override them. Keywords: Cognitive dissonance-Ethnic minority families-Lifelong learning-Cultural adaptation-Family knowledge negotiation Share Link | Plain Format | Corresponding Author (Sun Hua)

96	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-35
ETHNOPEDAGOGICAL PROJECT BASED LEARNING FOR SOCIAL ENTREPRENEURSHIP AND SUSTAINABLE DEVELOPMENT Muhamad Affandi- Holten Sion Faculty of Teachers Training and Education, Universitas Palangka Raya, Palangka Raya, Indonesia Abstract Conventional entrepreneurship education often overlooks local contextual relevance and social impact. This study investigates integrating ethnopedagogy into Project Based Learning (PjBL) to foster social entrepreneurship towards Sustainable Development Goals (SDGs). Employing Research and Development with Soft Systems Methodology, data were collected from 50 entrepreneurship alumni in Pahandut through questionnaires, observations, and tests. Quantitative analysis utilized paired t-tests and effect size calculations. Results indicated a significant improvement in social entrepreneurship spirit (effect size 1.964), with participants establishing local wisdom-based enterprises addressing unemployment and social issues. The study concludes that embedding ethnopedagogical elements within PjBL effectively transforms alumni into socially responsible entrepreneurs. This pedagogical innovation leverages local culture to achieve sustainable community development. Keywords: Ethnopedagogy- local wisdom- project based learning- social entrepreneurship- sustainable development goals Share Link | Plain Format | Corresponding Author (Muhamad Affandi)

97	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-41
EXPLORING LIVING VALUES EDUCATION IN TUNJUK AJAR MELAYU Ryan Prayogi (a*), Kokom Komalasari (b), Rahmat (c), Iim Siti Masyitoh (d) a, b, c, d Department of Civic Education, Indonesia University of Education., Bandung, Indonesia *ryan.prayogi[at]upi.edu Abstract This study aims to explore and analyze the values of Living Values Education (LVE) embedded in Tunjuk Ajar Melayu as a form of local wisdom that functions as a moral, social, and cultural guideline in the life of the Malay community. The urgency of this research is based on the phenomenon of moral degradation and the challenges in implementing character education in the era of globalization, thus requiring the integration of universal values and local wisdom. This study employs a descriptive qualitative approach with a literature study design combined with in-depth interviews with informants consisting of traditional leaders, educators, community members, and cultural practitioners. Data analysis was conducted using thematic analysis techniques through the stages of open, axial, and selective coding. The results show that the values in Tunjuk Ajar Melayu have strong alignment with the LVE framework and can be classified into five main themes: spirituality, humanity, integrity, social harmony, and work ethic. Further thematic analysis reveals that these five themes form a hierarchical and integrated value structure as the foundation of character formation. This study provides a theoretical contribution to enriching culturally based values education studies as well as a practical contribution to the development of contextual, integrative, and relevant character education models for contemporary society. Keywords: Living Values Education- Tunjuk Ajar Melayu- Local Wisdom Share Link | Plain Format | Corresponding Author (Ryan Prayogi)

98	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-44
Tri Hita Karana as a Basis for Ethnopedagogy in Hindu Religious Education for Sustainable Development Goals: A Systematic Literature Review I Wayan Rudiarta, Nyoman Dantes, Wayan Suja Universitas Pendidikan Ganesha Abstract Education grounded in local wisdom values is an important consideration in transforming education in the digital era. Ethnopedagogy is the right and strategic choice for embedding the values of local wisdom in learning. Similar studies have been carried out before, but have not integrated ethnopedagogy, Tri Hita Karana, and Sustainable Development Goals (SDGs), especially in Hindu Religious Education. This study aims to analyze the Tri Hita Karana philosophy as the foundation of ethnopedagogy in Hindu Religious Education to achieve the Sustainable Development Goals (SDGs). This study uses the systematic literature review method with the PRISMA model to identify, screen for feasibility, and include relevant literature. The study^s results show that Tri Hita Karana, comprising Parhyangan, Pawongan, and Palemahan, provides a holistic philosophical foundation for the implementation of learning. The integration of these values into the ethnopedagogy approach can strengthen character education, environmental awareness, and social harmony, in line with several SDG goals, especially quality education (SDG 4), climate change management (SDG 13), and sustainable community development (SDG 11). The results indicate that the Tri Hita Karana Philosophy significantly strengthens Hindu Religious Education and provides a conceptual framework for the development of contextual and sustainable educational innovations in the digital era. Keywords: Ethnopedagogy- Hindu Religious Education- SDGs- Tri Hita Karana Share Link | Plain Format | Corresponding Author (I Wayan Rudiarta)

99	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-49
Integrating Bengkulu Traditional Games into Technology-Enhanced Early Childhood Learning Desvi Wahyuni (a*), Azizatul Khairi (b), Nia Ulfasari (c), Wiwin Yunita (d) a) Department of Early Childhood Education, University of Bengkulu Jl. WR Supratman, Bengkulu 38371, Indonesia b) Department of Education Technology, University of Bengkulu Jl. WR Supratman, Bengkulu 38371, Indonesia c) Department of Nonformal Education, University of Bengkulu Jl. WR Supratman, Bengkulu 38371, Indonesia d) Department of Nonformal Education, University of Bengkulu Jl. WR Supratman, Bengkulu 38371, Indonesia Abstract This study examines the incorporation of the traditional Bengkulu game engklek into technology-enhanced learning via a digital ethnopedagogical framework. The research seeks to investigate the transformation of traditional play into an innovative learning activity through the integration of basic digital technologies, including QR codes. Employing a qualitative descriptive approach, data were gathered via classroom observations, teacher interviews, and documenting of learning activities involving young children in an early childhood education context. The results demonstrate that the incorporation of engklek with digital components enhances children^s engagement, facilitates gross motor development, and fosters early numeracy and problem-solving abilities. Moreover, the activity imparts local cultural values while fostering collaborative and experiential learning opportunities. The digital ethnopedagogical approach allows educators to innovatively merge cultural heritage with modern educational technology. This study emphasizes the potential of traditional games as culturally rooted educational resources that can be augmented by technology to facilitate meaningful and sustainable early childhood education practices. Keywords: Ethnopedagogy- Engklek Game- Early Childhood Education Share Link | Plain Format | Corresponding Author (Desvi Wahyuni)

100	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-52
PRELIMINARY STUDY OF ETHNOPEDAGOGY-BASED LEARNING FOR MARITIME CULTURAL LITERACY IN EARLY CHILDHOOD Ifat Fatimah Zahro1*, Hapidin 2, Tjipto Sumadi 3 Universitas Negeri Jakarta Abstract This study aims to explore preliminary findings for developing an ethnopedagogy-based learning model to promote maritime cultural literacy in early childhood. The study is grounded in the importance of integrating local wisdom into learning processes to strengthen children^s cultural identity and contextual understanding. Maritime culture, as a significant part of local identity, has not been optimally integrated into early childhood learning practices. This study employs a qualitative descriptive design as part of a preliminary study. Data were collected through interviews, observations, and document analysis involving early childhood teachers and relevant stakeholders. The findings reveal that teachers have limited understanding of ethnopedagogical approaches and face challenges in integrating maritime cultural content into learning activities. In addition, current learning practices tend to be less contextual and are not supported by structured learning models that incorporate local cultural values. These findings highlight the need to develop an ethnopedagogy-based learning model that is contextual, culturally responsive, and aligned with the characteristics of early childhood learning. Keywords: ethnopedagogy- learning model- maritime cultural literacy- early childhood Share Link | Plain Format | Corresponding Author (Ifat fatimah Zahro)

101	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-55
NURTURING EARLY CHILDHOOD CHARACTER THROUGH INDIGENOUS WISDOM IN KAMPUNG NAGA Tetin Nurfitri, Santi Nisfi Anggraeni, Iis Sintiani Sekolah Tinggi Agama Islam Al Hidayah Tasikmalaya Abstract Amid the currents of modernization that erode noble values, Kampung Naga stands as an oasis of enduring local wisdom. This study explores how this traditional community instills character in early childhood through the local wisdom they have preserved for generations. Employing an ethnographic approach, data were gathered through participant observation, in-depth interviews with traditional elders, community leaders, and parents, as well as documentary studies. The findings reveal that values such as harmony with nature, mutual cooperation (gotong royong), simplicity, discipline, respect for ancestors, and spiritual piety not only serve as guiding principles but are also organically transmitted through daily routines, oral traditions, and deeply embedded child-rearing practices. These results indicate that the local wisdom of Kampung Naga is not merely tradition but an authentic and contextual source of character education for young children. This study offers an alternative culture-based character education model that can be integrated into both formal and non-formal educational settings. Keywords: early childhood character- indigenous wisdom- Kampung Naga Share Link | Plain Format | Corresponding Author (Tetin Nurfitri)

102	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-56
LEARNING TRANSFORMATION THROUGH COLLABORATION BETWEEN VARIOUS GENERAL LESSONS AND FAITH IN THE GOD EXIXTENCE AND THE LAST DAY Kurroti A^yun IAI UW, Jombang, Indonesia Abstract As time progresses, morals are not getting better, especially for generation z (gen z). In fact, life in this world is only temporary and everyone will be accounted for in the afterlife, the good will get good rewards, while the bad will also get bad rewards in the afterlife. Signs of goodness in the afterlife can be felt since in this world, namely seen from ethical behavior and worship to God and doing good to others without expecting a reward, except for a reward from God which has good consequences in the afterlife (hereafter). Learning in school does not bring benefits to moral change, except simply seeking high grades to get high career opportunities after graduating from school or college. This study involved respondents from elementary to high school students with a sampling technique in the form of simple random sampling, where the research method used was of course a quantitative method, with a one-shot case study design. The results of the study showed a significant change in student morals due to the collaboration between general learning and faith in God and the last day. Keywords: transformation, learning, collaboration Share Link | Plain Format | Corresponding Author (Kurroti Ayun)

103	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-58
SOCIO-CULTURAL ECOSYSTEMS: ETHNOPEDAGOGICAL PERSPECTIVES ON EARLY CHILDHOOD SOCIALITY IN KAMPUNG NAGA Santi Nisfi Anggraeni1, Tetin Nurfitri, Iis Sintiani Sekolah Tinggi Agama Islam Al Hidayah Tasikmalaya Abstract Early childhood social development is profoundly shaped by cultural contexts, yet indigenous learning ecosystems remain underexplored in educational research. This ethnographic study examines the social development of young children through ethnopedagogical perspectives in Kampung Naga, a traditional Sundanese community. Focusing on the sociocultural environment as an educational ecosystem, children^s social interactions within family, peers, and community, cultural practices as learning media, and the resulting developmental impacts. Data were collected through participatory observation, in-depth interviews, and documentation. The findings reveal that the community^s collective culture and intergenerational interactions create an informal yet structured pedagogical environment. Children actively participate in traditional activities, cooperative routines, and communal decision-making, which foster empathy, collaboration, and adherence to social norms. The study concludes that local culture-based learning, rooted in indigenous values and daily practices, serves as a holistic framework for nurturing prosocial development in early childhood. Keywords: socio-cultural ecosystems- ethnopedagogy- early childhood sociality- Kampung Naga Share Link | Plain Format | Corresponding Author (Santi Nisfi Anggraeni)

104	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-59
FROM LOCAL WISDOM TO THE CLASSROOM: INTERNALIZING THE ECOTHEOLOGICAL VALUES OF THE KAMPUNG NAGA INDIGENOUS COMMUNITY IN PRIMARY SCHOOL Ani Siti Anisah*(a)- Gina Nuragina (b)- Rifana (c)- Nenden Munawaroh(d) (a)* (b) (c) Pendidikan Guru Madrasah Ibtidaiyyah, Garut University (d) Pendidikan Agama Islam, Garut University Abstract The global environmental crisis necessitates the development of educational approaches capable of fostering ecological awareness from an early age. One significant source of values lies in the local wisdom of indigenous communities that maintain a harmonious relationship with nature. This study aims to explore the ecotheological values embedded within the Kampung Naga indigenous community and to analyze their potential for internalization in primary school learning. This research employs a qualitative approach using an ethnopedagogical method. Data were collected through observation, interviews with traditional community leaders, and documentation studies of cultural practices related to environmental management. The findings reveal that the Kampung Naga community embodies a range of ecotheological values reflected in their daily practices, including simplicity of life, respect for nature, balance between humans and the environment, and adherence to customary laws in the utilization of natural resources. These values function not only as spiritual guidelines but also as an environmental conservation system that has been transmitted across generations. The results further indicate that the ecotheological values of the Kampung Naga community hold significant potential to be integrated into contextual learning at the primary school level through ecopedagogical approaches, project-based learning, and the strengthening of environmental character education. The internalization of local wisdom in educational practices is expected to cultivate ecological awareness, foster environmental responsibility, and contribute to the development of a generation that upholds both religious values and sustainability in preserving the natural environment. Keywords: Ecotheologival values, Ethnopedagogy, Promary School Share Link | Plain Format | Corresponding Author (Ani Siti Anisah)

105	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-61
Reinventing Professional Development Program to Equip Teachers with Culturally-Rooted Teaching Material Development Skills Mohamad Arif Rahmansyah (a*), Yus Alvar Saabighoot (b) a) FKIP, Universitas Terbuka, Serang, Indonesia mohamad.arif[at]ecampus.ut.ac.id b) FKIP, Universitas Terbuka, Serang, Indonesia Abstract The integration of ethnoscience into teaching materials is increasingly important in creating contextual and meaningful learning- however, many teachers still lack the competence to develop such materials. This study aims to develop a professional development program to enhance teachers^ skills in analyzing and integrating ethnoscience into instructional materials. The study employed the ADDIE model limited to the analysis, design, and development stages, focusing on prototype development and validation, with implementation and evaluation reported separately. The resulting program consists of two main components: core training (5M Training) and accompanying training (PERMAC). The developed program was evaluated through expert validation and a limited-scale trial involving six teachers from a junior high school in West Java, Indonesia. The expert validation results indicate that the program is valid and appropriate in terms of content, design, and implementation aspects. The limited trial shows a very high level of participant satisfaction, reaching 98.43% (very satisfactory category). In addition, participants^ competence demonstrated significant improvement, with an average N-gain score of 0.99 (high category). In conclusion, the developed program is considered valid and feasible to support teachers in developing ethnoscience-integrated teaching materials, although further studies are needed to examine its effectiveness in broader implementation. Keywords: ethnoscience- teacher development- teaching materials- ADDIE- professional training Share Link | Plain Format | Corresponding Author (Mohamad Arif Rahmansyah)

106	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-66
ETHNOPEDAGOGICAL MANIFESTATION: TRADITION-BASED PARENTING PATTERNS IN EARLY CHILDHOOD KAMPUNG NAGA TASIKMALAYA Iis Sintiani, Tetin Nurfitri, Santi Nisfi Anggraeni Sekolah Tinggi Agama Islam Al Hidayah Tasikmalaya Abstract Kampung Naga is a traditional village located in Tasikmalaya Regency, West Java. The community believes that by adhering to ancestral principles and traditions, harmony can be achieved among humans, nature, and the Creator. To maintain this balance, the Kampung Naga community employs an educational and parenting system that not only nurtures children but also serves as a conduit for transmitting these values. Sarkowi exemplifies this system, aiming to ensure that children preserve and embody the identity of Kampung Naga. The purpose of this study is to determine the ethnopedagogical model implemented by parents in Kampung Naga. Using an ethnographic method, this research involved four parents of young children as participants. Preliminary results indicate that the steadfast commitment to tradition fosters a robust ethnopedagogical model. Various customary rules and prohibitions, taught from an early age, instill lasting habits that children carry into adulthood. Keywords: Early Childhood- Ethnopedagogy- Kampung Naga- Parenting Patterns Share Link | Plain Format | Corresponding Author (Iis Sintiani)

107	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-67
DEVELOPING AN ETHNOPEDAGOGICAL FITNESS TRAINING MODEL BASED ON TRADITIONAL MA^RAGA SPORT Hasan, Firmansyah Dlis, Yasep Setiakarnawijaya Physical Education, State University of Jakarta, Jakarta, Indonesia Physical Education, State University of Jakarta, Jakarta, Indonesia Physical Education, State University of Jakarta, Jakarta, Indonesia Abstract This study aims to develop an ethnopedagogical fitness training model based on traditional Ma^raga sport for university students. The background of this study is the declining level of students^ physical fitness and the limited integration of traditional sports into modern training practices. Ma^raga, as a traditional sport of South Sulawesi, contains movement patterns that support flexibility, balance, coordination, and lower-body strength. This study employed a Research and Development (R&D) method, including needs analysis, model design, expert validation, limited trials, and revision. Physical fitness was measured using the Indonesian Physical Fitness Test (TKJI). The developed model transforms core Ma^raga movements into structured training activities targeting muscular strength, muscular endurance, cardiorespiratory endurance, and flexibility. The results show that the model is valid, practical, and effective, and provides a significant improvement in students^ physical fitness. In addition, the model enhances cultural awareness by integrating traditional sport into fitness training. In conclusion, this ethnopedagogical-based model offers an innovative and culturally relevant approach to fitness training for university students Keywords: ethnopedagogy- fitness training model- ma^raga- traditional sport- university students Share Link | Plain Format | Corresponding Author (Hasan Achank)

108	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-70
ANALYSIS OF THE NEEDS FOR AN E-MODULE WITH THE THEME OF MARINE RESOURCES FOR WRITING NEGOTIATION TEXTS Na Imatul Izza Amalia, Mega Puspitasari Department of Indonesian Languange and Literature Education, University of Trunodjoyo Madura, Bangkalan, Indonesia Abstract Marine resource-themed e-modules are an alternative contextual digital teaching material that links students^ conceptual understanding with their real-life experiences. Integrating marine resource content is an effort to build students^ understanding of the importance of sustainable marine resource utilization to support SDGs number 14, namely life blows water. The purpose of this study was to determine needing for marine resource-themed e-modules for writing negotiation texts in coastal high schools. This study used a qualitative descriptive approach. Data collection techniques were carried out by interviewing one Indonesian language teacher and distributing questionnaires to 24 grade X students. The results showed that the teaching materials used by teachers during learning were textbooks, slides, and YouTube videos. Learning to write negotiation texts had never used e-modules and had not integrated marine resources as learning content. The results of the student questionnaire showed that the majority of students owned gadgets and liked technology-based learning. Students liked the combination of text, images, sound, and video in teaching materials and were interested in the development of marine resource-themed e-modules. Based on these results, it was concluded that the development of marine resource-themed e-modules was very necessary to support the negotiation text writing skills of grade X students. Keywords: e-module- marine resources- negotiation text Share Link | Plain Format | Corresponding Author (Na Imatul Izza Amalia)

109	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-71
Ethnomathematics learning: A hybrid systematic literature review and bibliometric analysis Jackson Pasini Mairing (a*), Tri Dyah Prastiti (b) a) Mathematics Department, Faculty of Mathematics and Natural Sciences, Universitas Palangka Raya, Kalimantan Tengah, Indonesia *jp-mairing[at]math.upr.ac.id b) Mathematics Education Department, Faculty of Teacher Training and Education, Universitas Terbuka, Surabaya Abstract Mathematics learning should not be detached from culture that exists within and is inherent to learners. Ethnomathematics focuses on mathematical activities embedded in culture. This study questions are as follows: (1) Is the study of ethnomathematics learning a relevant subject in contemporary scientific research? (2) What is the current research landscape of ethnomathematics learning in terms of document sources, authors^ affiliations, authors^ countries or territories, document types, and subject areas? (3) What are the theoretical and practical implications of future research perspectives on ethnomathematics learning? These questions are addressed using a hybrid systematic literature review and bibliometric analysis of documents indexed in the Scopus database, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. Through the searching and screening processes within the database, 22 eligible documents were identified using article title, abstracts, and keywords ^ethnomathematics learning^, limited to articles, conference papers, and all open-access publications. Results of the analysis indicate that ethnomathematics learning is relevant within contemporary scientific research and offers considerable scope for further exploration. Majority of authors contributing to these documents are from Indonesia, with four institutions producing more than one document, all of which are also from Indonesia. The bibliographic coupling structure remains fragmented, with Indonesia emerging as the primary hub. Meanwhile, the co-occurrence structure of keywords forms several interconnected thematic clusters, predominantly centered on culturally based ethnomathematics and its implementation in learning. The findings show that ethnomathematics learning enables learners to develop meaningful understanding by connecting mathematical concepts with their cultural and environmental. Keywords: Ethnomathematics, cultural elements, mathematics concepts, mathematics learning, meta-analysis Share Link | Plain Format | Corresponding Author (Jackson Pasini Mairing)

110	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-81
A QUALITATIVE DESCRIPTIVE STUDY ON THE FACTORS OF TEACHER PERFORMANCE IN SURAKARTA Triyadi, Sukarmin, Moh. Muchtarom Educational Science, Universitas Sebelas Maret Abstract This study aims to identify and analyze various factors influencing teacher performance in educational foundations in Surakarta as a basis for developing a model for improving teacher performance. Teacher performance is one of the main indicators of successful learning- however, in practice, it is influenced by various internal and external aspects. Therefore, this preliminary study focuses on exploring factors that contribute to teacher performance, particularly pedagogical competence, professional commitment, and other supporting factors within the educational environment. This study employs a qualitative descriptive approach. Data were collected through in-depth interviews with five teachers from educational foundations in Surakarta. The collected data were then analyzed descriptively through the processes of data reduction, data display, and conclusion drawing. This study is expected to provide an initial overview of the key factors influencing teacher performance. Keywords: teacher performance, pedagogical competence, professional commitment, qualitative descriptive method. Share Link | Plain Format | Corresponding Author (Triyadi Triyadi)

111	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-90
Language, Power, and Development: The Future of The Balik Language in The IKN Region Otto Trengginas Setiawan Research Centre for Politics, National Research and Innovation Agency (Badan Riset dan Inovasi Nasional/BRIN) Abstract The Balik language faces a critical risk of extinction in East Kalimantan, with a particularly pronounced decline among younger generations in recent years. This endangerment results from shifts in local economies, rising migrant populations, development policies for the new capital (IKN) that frequently exclude indigenous groups, and diminished intergenerational transmission. Collectively, these factors constrain the use of the Balik language in everyday contexts. By integrating perspectives from linguistic ecology, ethnopedagogy, and the political economy of oligarchy and developmentalism, this study conceptualizes language as a fundamental cultural marker of identity for the Balik people, rather than merely a tool for communication. The development of IKN, influenced by prevailing political and economic interests, illustrates how power structures can marginalize local languages and threaten the survival of minority linguistic communities. The article concludes that the context of IKN development often renders indigenous communities socially and politically vulnerable. Based on literature reviews and field findings from 2023 to 2025, the revitalization of the Balik language cannot rely exclusively on documentation. Effective revitalization necessitates the integration of learning models into daily community practices, the use of accessible technologies, and the active involvement of both cultural and political actors as primary knowledge holders. Keywords: ethnopedagogy- IKN development- indigenous language- marginalization- political economy Share Link | Plain Format | Corresponding Author (Otto Trengginas Setiawan)

112	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-94
INTEGRATING LOCAL CULTURE IN PRIMARY ENGLISH TEXTBOOKS: A MULTIMODAL ETHNOPEDAGOGICAL ANALYSIS Luthfi Awwalia (a), Qurrotu Inayatil Maula (b) a) English for Business and Professional Communication, UPN ^Veteran^ Jawa Timur, Surabaya, Indonesia b) Primary School Teacher Education, Universitas Trunodjoyo Madura, Bangkalan, Indonesia Abstract Integrating local cultural values into language learning materials is crucial for fostering culturally responsive education, especially in primary schools. English textbooks significantly influence young learners^ language skills and socio-cultural awareness. However, previous textbook studies mainly focus on linguistic features and often overlook how cultural values are conveyed through multimodal elements. This study aims to analyze the multimodal representation of local cultural values in an Indonesian Grade 4 English textbook from an ethnopedagogical perspective. Using a qualitative document analysis, the study examines various multimodal elements in the textbook, including written texts, dialogues, images, and activities. An ethnopedagogical coding framework with three categories, such as social-cultural values, cultural knowledge, and environmental values, is used for analysis. The results show that local cultural values are expressed through multiple modes, especially visual illustrations and classroom activities that mirror students^ daily social experiences. These portrayals emphasize values like respect for elders, family bonds, and community cooperation, which are vital to Indonesian socio-cultural life. Yet, the cultural elements tend to be implicit and limited in some units. The study recommends that future textbook design include more explicit ethnopedagogical components to enhance culturally responsive language learning for young students. Keywords: ethnopedagogy- multimodal analysis- textbook evaluation- local culture Share Link | Plain Format | Corresponding Author (Luthfi Awwalia)

113	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-98
Measuring Critical Thinking Skills in Social Studies Education through the Implementation of Culturally Based Project Learning in the Madurese Context Shinta Oktafiana, Yuliyana Sintiya, Saifi Abdiyah Universitas Islam Negeri Madura Abstract Developing critical thinking skills through Social Studies education is an important means to grow a locally rooted culture. These skills can effectively be built through local cultural values in project-based learning. As a form of ethnopedagogy, Madurese local wisdom is significantly able to construct character and be made meaningful through the learning process. Thus, incorporating Madurese cultural values into Project-Based Learning (PjBL) is very necessary to improve higher-order thinking skills. The study used descriptive quantitative analysis utilizing descriptively statistical analysis to obtain measures of critical thinking skills holistically. The samples were taken from 50 eighth-grade learners at one public junior high school in Pamekasan who engaged in culturally based Project-Based Learning in Madura^s context. The data were collected through self-assessment. Keywords: Measuring- Critical Thingking Skills- Culturally Based Project Learning Share Link | Plain Format | Corresponding Author (Shinta Oktafiana)

114	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-104
Teachers^ Voices on Students^ Literacy: A Sociocultural and Ethnopedagogical Narrative Study of Islamic Senior High Schools in Indonesia Mia Febriana Universitas Sebelas Maret Abstract Literacy remains a persistent challenge in the Indonesian education system, particularly within Islamic senior high schools, where students are required to engage with both academic and religious texts embedded in specific cultural contexts. Despite various national policies and school-based initiatives aimed at improving literacy outcomes, many students continue to demonstrate limited reading comprehension and critical engagement with texts. From an ethnopedagogical and sociocultural perspective, literacy is not merely a cognitive skill but a socially situated practice shaped by cultural values, local traditions, and community contexts. In this regard, teachers^ voices become crucial, as they mediate literacy practices that are deeply influenced by the interplay between school culture, religious norms, and students^ socio-cultural backgrounds. This study aims to explore teachers^ narratives of factors influencing students^ literacy in Islamic senior high schools in Indonesia through the lens of ethnopedagogy and sociocultural theory. Employing a qualitative research design, the study adopts narrative inquiry to capture teachers lived experiences and reflections on literacy practices within their respective schools. The participants consist of three teachers from Islamic senior high schools across different provinces in Indonesia, representing diverse cultural and institutional contexts. Data are collected through in-depth interviews, enabling participants to construct narratives grounded in their professional and cultural experiences. The data are analyzed using thematic analysis to identify recurring themes related to cultural values, local wisdom, and social interactions that shape literacy practices. The study is expected to provide a contextualized understanding of how literacy is constructed and negotiated within Islamic school environments, highlighting the role of ethnopedagogical practices and sociocultural dynamics in influencing students^ literacy development. By foregrounding teachers^ narratives, this research contributes to the discourse on culturally responsive literacy education in Indonesian secondary education. The findings offer insights for educators, school leaders, and policymakers in designing literacy initiatives that integrate local cultural values, promote meaningful social interaction, and align with the lived realities of students and teachers in Islamic educational settings. Keywords: teachers^ voices, students^ literacy, sociocultural, ethnopedagogical Share Link | Plain Format | Corresponding Author (Mia Febriana)

115	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-106
Mathematical Playworld: An Imaginative Play-Based Approach to Developing Financial Literacy in Early Childhood Andrisyah, Ade Dwi Utami, Tjipto Sumadi 1) Department of Early Childhood Education Universitas Negeri Jakarta_Jakarta, Indonesia andrisyah[at]mhs.unj.ac.id 2) Ade Dwi Utami Department of Early Childhood Education Universitas Negeri Jakarta_Jakarta, Indonesia ade.dwi.utami[at]gmail.com 3) Tjipto Sumadi faculty of social sciences Universitas Negeri Jakarta_Jakarta, Indonesia tjiptosumadi[at]unj.ac.id Abstract Financial literacy in early childhood is increasingly recognized as a foundational competence for fostering responsible decision-making in later life. However, learning practices in early childhood education remain largely instructional and often fail to connect financial concepts with meaningful play-based experiences. This study aims to develop a conceptual framework of Mathematical Playworld as an imaginative play-based learning strategy to support the development of financial literacy in young children. The study employs a conceptual approach through the analysis and synthesis of relevant literature, including sociocultural theory, playworld pedagogy, early mathematical thinking, and financial literacy frameworks. The findings indicate that Mathematical Playworld can be structured into an Input-Process-Output model that integrates financial narrative contexts, symbolic artifacts, and teacher-mediated social interaction to promote children^s mathematical reasoning and simple financial decision-making. Through dramatized play scenarios such as buying and selling or saving activities, children are able to construct meaningful understanding of value, choice, and consequences. The implications of this study suggest that financial literacy learning can be naturally embedded within play-based activities without compromising the exploratory nature of early childhood education. This paper contributes to the field by proposing an innovative pedagogical framework that integrates imaginative play, mathematical reasoning, and financial literacy into a coherent early childhood learning strategy. Keywords: Mathematical Playworld, financial literacy, imaginative play, early childhood education, learning strategy Share Link | Plain Format | Corresponding Author (Andrisyah Andrisyah)

116	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-107
ARTIFICAL INTELLIGENCE SUPPORTED ETHNOPEDAGOGY IN ISLAMIC EDUCATION: MANAGEMENT APPROACH TO SUSTAINABLE LEARNING Nur Amaliyah Hanum1*, Muhammad Kurniawan Hidayatullah2 1Islamic Education Management, STAI Salafiyah Bangil, Pasuruan, Indonesian 2Primary Teacher Education, Universitas Terbuka, Banten, Indonesian email: mkhanum9294[at]gmail.com Abstract Educational transformation has made AI widely adopted to increase the effectiveness of innovative, interactive, creative, adaptive and revelant learning with the demands of the digital era. Although in fact, its implementation still often ignores the socio-cultural context. On the other hand, ethnopedagogy emphasizes learning based on local wisdom and cultural relevance as the foundation in strengthening students^ character and identity, but its implementation lacks integration with technological developments, even in the context of Islamic education, which is still limited. This study aims to bridge this gap through a management approach by aligning technological innovation with cultural values, so that managed implementation is effective to support the achievement of the Sustainable Development Goals (SDGs), especially in quality education. This study uses a literature study method with descriptive-qualitative analysis, using primary and secondary literature related to AI, ethnopedagogy, and Islamic education management. The findings suggest that effective implementation of AI-powered ethnopedagogy requires comprehensive education management, including (1) strategic curriculum design, (2) resource organization, (3) learning implementation, and (4) continuous evaluation. So this study proposes a conceptual model that integrates AI technology with ethnopedagogical within the framework of education management functions for develop contextually relevant and technology-enhanced learning systems. Keywords: AI- ethnopedagogy- sustainable learning Share Link | Plain Format | Corresponding Author (Nur Amaliyah Hanum)

117	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-108
INTERNALIZATION OF LOCAL WISDOM VALUES IN BAREANG (REJANG KEPAHIANG REGIONAL CULTURE) LEARNING IN ELEMENTARY SCHOOLS: AN ETHNOPEDAGOGICAL STUDY Yuli Amaliyah, Panut Setiono, Farhan Riyadi Universitas Bengkulu Abstract The currents of globalization and digitalization have triggered a shift in cultural value orientation among the younger generation, which has resulted in a decline in elementary school students^ understanding of local identity. This study aims to analyze the process of internalizing local wisdom values &#8203-&#8203-through the BAREANG (Rejang Kepahiang Traditional Culture) learning content in elementary schools based on ethnopedagogical studies. The research method used is descriptive qualitative with an ethnographic approach. Data were collected through participatory observation, in-depth interviews with teachers and traditional leaders, and documentation studies. The results show that the internalization of BAREANG local wisdom values &#8203-&#8203-is carried out through the integration of materials on customs, regional languages, oral traditions, traditional technology, cultural arts, traditional games, and local knowledge systems into the curriculum structure. This internalization process successfully transforms the noble values &#8203-&#8203-of the Rejang community (such as mutual cooperation, religiosity, and politeness) into students^ real characters. The conclusion of this study is that BAREANG learning is effective as an ethnopedagogical instrument in strengthening students^ social identity and maintaining the sustainability of local culture at the elementary school level. Keywords: Local Wisdom- Bareang- Rejang Kepahiang- Ethnopedagogy- Elementary School. Share Link | Plain Format | Corresponding Author (Yuli Amaliyah)

118	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-109
Please Just Try to Submit This Sample Abstract Please Just Try to Submit This Sample Abstract Please Just Try to Submit This Sample Abstract You Can Edit It Again Later Abstract Please Just Try to Submit This Sample Abstract You Can Edit It Again Later This study aims to systematically examine the implementation practices of Wasathiyah Islam in Indonesian higher education, with a focus on Universitas Indonesia, using a systematic literature review approach based on the PRISMA framework. Data were collected from publications indexed in Scopus and Google Scholar within the 2020-2025 period. The selection process followed identification, screening, eligibility, and inclusion stages to ensure the relevance and quality of the analyzed studies. The findings reveal that the implementation of Wasathiyah Islam remains largely conceptual and normative, emphasizing religious moderation, tolerance, and inclusivity. However, practical application in university settings is still limited, particularly in curriculum integration, institutional policies, and student activities. The novelty of this study lies in its focused analysis of implementation practices in non-religious universities using cross-database sources, which remains underexplored in prior research. This study proposes an integrative framework linking Wasathiyah values with the modern academic ecosystem to strengthen religious moderation in higher education in Indonesia. Keywords: Wasathiyah Islam, PRISMA, higher education, Keywords: Wasathiyah Islam, PRISMA, higher education, Share Link | Plain Format | Corresponding Author (Imam Syafii)

119	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-126
EFFORTS FOR NATURE CONSERVATION THROUGH ECOLOGICAL VALUES AND ECOLEXICON SYMBOLS IN SERAWAI ORAL LITERATURE Irma Diani, Sarwit Sarwono, Rio Kurniawan Bengkulu University Abstract ABSTRACT This study aims to identify the ecological values contained in Serawai oral literature and to describe the symbols present in Serawai Oral Literature from an ecolinguistic perspective, as well as the reading materials of Serawai Oral Literature. The method used in this study is a descriptive method with an ecolinguistics approach in analyzing Serawai oral literature. The data source is Serawai oral literature, while the data consists of Serawai oral literature containing ecological values and ecolinguistics symbols. The data is analyzed using Ecolinguistics Theory. The results show that there are ecological values as well as ecolinguistics symbols in Serawai oral literature, reflected in lexicons such as the flora ecolexicon: selimpat ^a kind of taro^. Flora: selimpat ^a type of taro^, bulua ^bamboo^, gunung ^mountain^, umbut ^shoot^, tebu ^sugarcane^, Lalang ^wild grass^, serian ^serian tree^, batang kesumbang ^kesumbang tree trunk^ faunal lexicon: bekatak ^frog^, anak buayo ^baby crocodile^. It can be concluded that Serawai oral literature have many ecological values and lexicon symbols because they consider flora and fauna as part of their lives and beneficial to them. Keywords: Keywords: Nature Conservation Efforts, Ecological Values, Lexicon Symbols, Serawai Oral Literature Share Link | Plain Format | Corresponding Author (Irma Diani, Sarwit Sarwono, Rio Kurniawan UNIB)

120	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-129
Bajambau as a Pedagogical Resource: Integrating Kampar Local Wisdom into Technology Supported Characted Education Perawati, M. Nur Mustafa, Mangatur Sinaga, Hermandra Doctoral Program in Education, Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru, Indonesia Abstract The bajambau tradition is a communal meal ritual practiced by the Kampar community in Riau, Indonesia, preserved across generations through customary events such as weddings, grave visits, balimau kasai, and ninik mamak coronation ceremonies. Despite its cultural significance, the character values embedded within this tradition remain underexplored as formal pedagogical resources, particularly within technology supported learning frameworks. This study aims to describe the bajambau tradition and identify its character values as a foundation for ethnopedagogical integration into digital learning environments. Employing a qualitative descriptive method through observation, interviews, and documentation, the findings reveal that the bajambau procession begins with basisombau, a traditional oral ritual delivered by the lumbago to the ninik mamak before communal eating commences. The tradition embodies values including love for God and truth, responsibility, independence, trustworthiness, and mutual respect across all social strata. A conceptual framework is proposed for contextualizing these values through technology based teaching materials such as digital storytelling, interactive cultural modules, and e-learning content. These findings contribute tu culturally responsive pedagogy and local wisdom integration into technology enhanced learning design, aligned with SDG 4. Keywords: bajambau tradition- character values- digital learning- ethnopedagogy- Kampar commnunity Share Link | Plain Format | Corresponding Author (Perawati Perawati)

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