Reimagining Islamic Education through Local Wisdom: A Conceptual Framework for Integrating Banjar Cultural Values into Character Education in Southeast Asian Muslim Schools
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Abstract
Globalization and digital transformation have accelerated educational standardization, often marginalizing local cultural identities within Islamic education. Existing studies have examined Islamic character education, culturally responsive pedagogy, and local wisdom independently, yet a coherent framework integrating Banjar cultural values into Islamic curriculum development remains absent. This study aims to develop a conceptual framework that positions Banjar local wisdom as a foundation for contextual Islamic character education in Southeast Asia. Employing a qualitative library research design, the study systematically analyzes academic books, Scopus-indexed journal articles, curriculum documents, educational policies, and scholarly works on Banjar culture using thematic content analysis. The findings identify five core dimensions of Banjar cultural wisdom and synthesize them into the Banjar Contextual Character Education Framework, comprising Islamic values, Banjar cultural wisdom, contextual learning processes, character formation, and social responsibility. The framework demonstrates that Banjar local wisdom functions not merely as cultural content but as an epistemological resource that strengthens Islamic educational philosophy and culturally responsive curriculum development. This study contributes a conceptual model that bridges Islamic educational theory with indigenous Muslim knowledge, providing a reference for contextual curriculum development in Southeast Asian Muslim societies.
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