Integration of Local Wisdom in History Learning in Palu, Donggala, Sigi, and Parigi Moutong

Abstract

This article aims to describe the implementation and identify the integration of local wisdom in history learning in Palu, Donggala, Sigi, and Parigi Moutong, Central Sulawesi. The study employed a qualitative approach with a multisite case study design. The research subjects consisted of 14 history teachers at junior high school/equivalent and senior high school/equivalent levels across the four regions. Data were collected through observation, open-ended questionnaires using Google Forms, documentation, and literature study, then analyzed using the interactive model of Miles and Huberman. The findings reveal that the integration of local wisdom into history learning has not been implemented evenly. Teachers were categorized into three groups: those who implemented it consistently, those who applied it in a limited and sporadic manner, and those who had not implemented it at all. The study identified six major problems: (1) limited resources and references on local history, (2) limited teacher knowledge regarding local history and regional local wisdom, (3) difficulties in integrating local wisdom content into the national curriculum, (4) low student interest due to external cultural influences and digitalization, (5) limited learning media and the high cost of access to historical sites, and (6) the lack of community involvement as well as issues concerning the validity of local historical information derived from oral traditions. These problems stem from both structural and cultural factors. This study recommends the collaborative development of local history teaching materials, regular teacher training programs, and the strengthening of networks among schools, indigenous communities, and cultural institutions.

Keywords: history learning, local wisdom, problems, Central Sulawesi, history teachers.