Literary Ethnopedagogy: Integrating Local Wisdom into Literature Learning in Schools to Strengthen Character

Abstract

This study aims to examine the implementation of literary ethnopedagogy in literature learning at junior high schools (SMP) in Madura, with a particular focus on integrating local wisdom values to strengthen students’ character. The research is grounded in the reality that the younger generation is increasingly influenced by the currents of globalization, which may marginalize local wisdom and regional cultural identity. In fact, literary works as educational media not only offer aesthetic value but also contain moral, social, and cultural principles that are essential for shaping students’ character. The study employs a qualitative descriptive method using a case study approach. Data were collected through observations, interviews, and document analysis of local Madurese literary texts incorporated into the learning process. The findings reveal that integrating Madurese local wisdom—such as folktales, proverbs, and oral traditions—enhances students’ appreciation of literature while fostering character values including religiosity, mutual cooperation, diligence, and respect for parents and teachers. Moreover, the strategy of literary ethnopedagogy proves to be relevant in cultivating students’ cultural identity awareness amid the challenges of modernization. Thus, this study underscores the significance of literary ethnopedagogy as an innovative learning model that not only emphasizes academic achievement but also promotes character development and the preservation of local wisdom.