INTEGRATING LOCAL WISDOM VALUES INTO THE CLASSROOM: A CASE STUDY OF ETHNOPEDAGOGY IN ISLAMIC EDUCATION

Abstract

This study aimed to uncover the practice of integrating local wisdom values into Islamic Education learning at the University of Jambi through an ethnopedagogical approach. This study used a case study method involving eight lecturers as participants. Data were collected through in-depth interviews, classroom observations, and analysis of learning documents. The results showed that only three lecturers explicitly integrated local wisdom values into their learning plans. In comparison, the other five lecturers applied ethnopedagogical principles in classroom practice through contextual discussions, group work, value reflection, culture-based social activities, and reflective assessment. The application of ethnopedagogy demonstrates that Jambi's local culture serves as a moral and pedagogical resource, strengthening the internalization of Islamic values, fostering mutual respect, social responsibility, and cultural awareness in students. However, the findings indicate that the application of local values is still partial and depends more on the cultural awareness of individual lecturers. That ethnopedagogy is not only an alternative approach to religious learning but also an artistic strategy to strengthen students' religious character, local identity, and national insight. This research recommendation emphasizes the importance of institutional policies and pedagogical training grounded in local wisdom, so that cultural integration becomes a systemic part of the curriculum and learning practices in higher education.