Volume III: Education and Ecological Literacy

Value-Based Pedagogical Transformation through the Integration of Pure Science and Local Wisdom into the Learning Curriculum at Madrasah Ibtidaiyah Al-Amin Purwakarta

  • Dudu Rohman West Java Regional Office of the Ministry of Religious Affairs
  • Amit Saepul Malik Al-Muhajirin Purwakarta College of Islamic Studies
  • Cece Nurhikmah Al-Muhajirin Purwakarta College of Islamic Studies
  • Dede Supriyatna Al-Muhajirin Purwakarta College of Islamic Studies
  • Deden Saepudin Al-Muhajirin Purwakarta College of Islamic Studies

Keywords

Local Wisdom, Pure Science, Pedagogical Transformation, Value-Based Education, Ethnoscience.

Abstract

Educational transformation in the digital era often prioritizes global scientific standards, potentially marginalizing local wisdom and character education. Consequently, integrating pure science, Islamic values, and local wisdom is crucial for balancing these elements and fostering a generation that is intellectually astute yet deeply rooted in its cultural identity. This study aims to analyze in depth the integration of pure science and local wisdom within the curriculum, examine the accompanying value-based pedagogical transformation, and identify the challenges and opportunities regarding its implementation at Madrasah Ibtidaiyah (MI) Al-Amin Purwakarta. The study employs a qualitative approach using an ethnographic research design. The findings reveal that MI Al- Amin Purwakarta implements this integration by aligning pure science content with local traditional practices. This synthesis has successfully catalyzed a pedagogical shift from an instructive approach to one that is participatory and reflective, effectively internalizing values of social and environmental piety, such as the concept of *Khalifah fil Ardh* (steward of the earth). Although challenges exist—specifically limited specialized teaching materials and heavy curricular workloads for educators—these can be mitigated by optimizing collaboration between the school and the local community. Theoretically, this study enriches the literature on ethnoscience- based transformative pedagogy; practically, it offers recommendations for contextual curriculum design to policymakers and educators.

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