BUILDING CHARACTER THROUGH NOKEN: LEARNING BASED ON PAPUAN LOCAL WISDOM

Abstract

In the era of globalization, character education is an essential to address the growing challenges of cultural identity crises and moral decline. Noken a traditional Papuan craft, represents not only a cultural symbol but also a promising medium for culture-based learning. This study aims to explore the potential of noken as a character education tool and to fill the gap in the literature regarding its integration into formal education. Employing a literature review method, this research analyzes relevant sources such as books, journal articles, and research reports focusing on noken and its role in education. The findings reveal that incorporating noken into learning activities, such as storytelling and crafting, significantly enhances students’ cultural awareness, fosters social values like cooperation and responsibility, and promotes the preservation of Papuan heritage. Additionally, noken-based education encourages empathy, teamwork, and pride in local traditions, contributing to students’ holistic character development. The study concludes that noken can serve as an effective educational tool to shaping students’ strong character and recommendations integrating local cultural values into modern education curricula to ensure their sustainability and relevance

Full text

Volume 9, Issue 2, December 2024
82
Dialectical Literature and Education Journal (DLEJ)
p-ISSN 2548-6926, e-ISSN 2714-996X
https://dlejpancasakti.ac.id/index.php/dlejpancasakt
i
Abstract: In the era of globalization, character education is an essential to address the growing challenges of
cultural identity crises and moral decline. Noken a traditional Papuan craft, represents not only a cultural
symbol but also a promising medium for culture-based learning. This study aims to explore the potential of
noken as a character education tool and to fill the gap in the literature regarding its integration into formal
education. Employing a literature review method, this research analyzes relevant sources such as books,
journal articles, and research reports focusing on noken and its role in education. The findings reveal that
incorporating noken into learning activities, such as storytelling and crafting, significantly enhances
students’ cultural awareness, fosters social values like cooperation and responsibility, and promotes the
preservation of Papuan heritage. Additionally, noken-based education encourages empathy, teamwork, and
pride in local traditions, contributing to students’ holistic character development. The study concludes that
noken can serve as an effective educational tool to shaping students’ strong character and recommendations
integrating local cultural values into modern education curricula to ensure their sustainability and relevance.
Keywords: Noken Papua; character education; local wisdom; culture-based learning.
BUILDING CHARACTER THROUGH NOKEN:
LEARNING BASED ON PAPUAN LOCAL WISDOM
1st Winda Sri Handayani
Magister of English Education Department
Muhammadiyah University of Surakarta, Indonesia
windasrihandayani2@gmail.com
2nd Yeny Prastiwi
Magister of English Education Department
Muhammadiyah University of Surakarta, Indonesia
yeny.prastiwi@ums.ac.id
3rd Nur Hidayat
Magister of English Education Department
Muhammadiyah University of Surakarta, Indonesia
Nh249@ums.ac.id

Volume 9, Issue 2, December 2024
83
Dialectical Literature and Education Journal (DLEJ)
p-ISSN 2548-6926, e-ISSN 2714-996X
https://dlejpancasakti.ac.id/index.php/dlejpancasakt
i
INTRODUCTION
In the face of global challenges such as
cultural identity crisis and moral decline,
character education is a very important need.
Therefore, the purpose of writing this article
is to explain the potential of Noken as a local
wisdom-based learning media in shaping
student character. Character education not
only provides students with knowledge, but
also forms moral values as the basis of social
life. Local culture has an important role in
character education because it can instill a
distinctive and unique identity and noble
values.
Noken is a traditional craft from Papua
that has a deep cultural meaning. More than
just a bag, Noken is a symbol of Papuan
identity and a manifestation of God's love for
them (Pikei & Sihombing, 2023). Noken has
an important role in the social, economic and
cultural life of the Papuan people (Januar,
2017). One of the unique uses of noken is in
elections, where noken replaces ballot boxes
in some areas of Papua (Gani et al., 2019).
This noken-based electoral system,
recognized by Indonesia's Constitutional
Court, respects local culture while helping to
overcome geographical challenges in remote
areas (Tombi, 2021). In this process, tribal
chiefs play a role in collecting and delivering
the people's votes (Gani et al., 2019).
However, the sustainability of the noken
tradition faces major challenges. The number
of artisans is decreasing, and noken-making
skills are difficult to pass on to the younger
generation. This could threaten the
sustainability of this distinctive craft (Januar,
2017). In fact, noken has very important
cultural, spiritual and social values.
Recognized by UNESCO, noken is a symbol
of identity and cultural unity that preserves
local heritage in the midst of ethnic diversity
(Binu et al., 2024).
In education, noken can be used as a
learning medium to instill character values.
Culturally and spiritually, noken symbolizes
God's love, encourages faith, and fosters a
sense of hope (Pikei & Sihombing, 2023).
Socially, noken strengthens the identity of
Papuan women and symbolizes empowerment
(Samderubun et al., 2023). In addition, noken
reflects democratic values such as unity and
honesty, which are relevant for ethics and
citizenship learning.
However, modern challenges demand
serious efforts to preserve the traditional
values of noken to keep it relevant in the
current context of education (Bao et al., 2023).
With proper preservation, noken is not only a
symbol of cultural heritage but also an
effective educational tool in building the
character of the younger generation.
Character education is a systematic effort
to instill moral values such as honesty,
responsibility, and empathy in children so that
they grow up to be responsible and humane
individuals. It integrates theory and practice
through curriculum, teacher example, and
family and community support (Irawan et al.,
2024). In addition, character education also
involves teaching values such as respect and
fairness, which are taught through role models
and daily practices in schools (Pala, 2011).
The main goal of character education is to
form a generation that can contribute
positively to society (Pane et al., 2024). Its
implementation includes real learning, parental
involvement, strengthening ethical values in
daily life, and synergy between education in
schools and existing social norms (Ramadhani
et al., 2024). This education also plays a role
in helping students develop critical thinking
and decision-making skills based on strong
moral values. By understanding values such as
justice, tolerance, and empathy, students are
taught to respect differences, resolve conflicts
peacefully, and cooperate with others.
Character education not only shapes
individual behavior but also creates an
environment that supports learning and
harmonious community life (Irawan et al.,
2024; Nurhikmah, 2024). The importance of
education lies in its ability to educate and
socialize young people, so that they are able to
face challenges and negative influences in
society with a strong personal identity (Pattaro,
2016). Therefore, the systematic and
sustainable involvement of families, schools,
and communities is the key to the success of
character education in shaping virtue and
integrity in future generations (Kosim, 2011).

Volume 9, Issue 2, December 2024
84
Dialectical Literature and Education Journal (DLEJ)
p-ISSN 2548-6926, e-ISSN 2714-996X
https://dlejpancasakti.ac.id/index.php/dlejpancasakt
i
On the other hand, local wisdom is
knowledge, values, and practices that are
passed down from generation to generation,
reflecting the harmonious relationship
between humans, nature, and culture in a
community (Dahliani, 2010; Fatmawati,
2021). This knowledge includes values,
norms and customs that are considered useful
in shaping cultural identity and supporting
environmental sustainability (Rahayu et al.,
2024). However, globalization and
modernization pose a challenge to the
sustainability of local wisdom, although its
essence remains relevant and can be adapted
to modern practices (Lisdiyono, 2017).
In learning, the culture-based learning
(CBL) approach offers a way to integrate
cultural values into the education process.
CBL not only improves student understanding
and engagement, but also plays an important
role in cultural preservation and character
building (Riyanto et al., 2024). This method
creates an inclusive learning environment by
respecting diverse cultural backgrounds, so
that students can learn in a context that is
relevant to their lives (Teryola et al, 2024).
In language learning, the application of
culture-based learning objects (CBL) with a
social constructivist approach is one of the
effective strategies to link cultural values with
students' competency development
(Lambropoulos et al., 2006). CBL helps
students understand the material through a
familiar local cultural context while
strengthening their cultural identity. However,
challenges such as teachers' skills in
integrating local culture and adaptation to the
digital generation need to be addressed to
ensure successful implementation (Dwiputra
& Sundawa, 2023).
Overall, CBL provides a great
opportunity to connect education with local
wisdom, strengthen cultural values, and
improve the quality of learning, especially in
language learning. This method is relevant to
address the challenges of globalization while
still preserving local cultural identity.
The Problems of Study
From the explanation, the writer can
formulate the problems as follows:
1. How can Noken be used as a culture-based
learning media to build student character?
2. What are the character values contained in
noken and their relevance in learning?
METHOD
This research uses the literature review
method to understand how noken, as part of
Papuan local wisdom, can be used in building
character through education. This study
collected various sources, such as books,
journal articles, and research reports, related to
local wisdom, culture-based education, and
character building.
The first step is to search for and select
literature that discusses noken and its role in
the life of the Papuan people. Next, the
literature was analyzed to see how the values
contained in noken can be applied in education
to build student character.
This research is supported by previous
studies, such as the importance of local
wisdom in education (Jumriani et al., 2021),
and traditional natural resource management in
Papua (Wambrauw et al., 2023). Findings from
these various sources are used to illustrate how
noken can be part of culture-based education.
RESULTS AND DISCUSSION
1. Noken as a Culture-Based Learning
Media to Build Student Character
Noken, a traditional Papuan woven
bag, can be an effective culture-based
learning medium to build student character.
This research is supported by Riyanto et al.
(2024), which shows that culture-based
education is able to develop students’
empathy, responsibility and cooperation.
This is relevant to the findings on the role
of noken in enhancing these values through
culture-based learning. Here are some key
points on how noken can be used in
education:
a. Increase Cultural Awareness and
empathy
Noken can be used to introduce
students to Papuan culture, helping
them to understand and appreciate
different cultural traditions and
practices. Learning activities involving
stories or visualizations about noken

Volume 9, Issue 2, December 2024
85
Dialectical Literature and Education Journal (DLEJ)
p-ISSN 2548-6926, e-ISSN 2714-996X
https://dlejpancasakti.ac.id/index.php/dlejpancasakt
i
can foster empathy and respect for
cultural diversity (Sari et al., 2024).
Noken is an important bridge to foster
mutual respect between different
cultures. By introducing students to
local cultures, they can see universal
values such as tolerance and respect
for differences that are very relevant
in everyday life.
b. Instilling Ethical attitudes and Social
Values
Noken symbolizes the values of
cooperation, gotong royong, and
togetherness, which reflect the
communal culture of Papua. By using
noken in learning, students are taught the
importance of upholding cultural values
to create harmonious social interactions
(Arista, 2020; Murtako, 2015). The
values of mutual cooperation contained
in the making and use of noken can be
applied in students’ social lives. This
will shape them into individuals who
care about others and are sensitive to the
needs of surrounding community.
c. Preserving Cultural Heritage
Incorporating noken into
Education helps preserve traditional
practices, so students can understand and
feel proud of their cultural identity. It
also contributes to the preservation of
traditional values that are threatened by
globalization (Riyanto et al., 2024). In
addition to preserving cultural values,
the use of noken in education is also a
real effort to maintain Indonesia’s
cultural diversity amid the increasingly
strong currents of modernization.
2. Character Values Contained in Noken
and Their Relevance in Learning
Noken has cultural values that are
relevant to student character development.
The following are key points about the
values contained in noken and how they
can be applied in education:
a. Noken Cultural Values are:
• Simplicity and Harmony
Noken reflects a simple
lifestyle and harmony with
nature. Students are taught to
respect their environment and
live sustainably (Anon et al.,
2023). Through the value of
simplicity, students will be
wiser in living a life that is not
excessive and more sensitive
to the preservation of the
surrounding nature.
• Women's Independence
The process of making and
using noken demonstrates the
important role of women in
society. It can promote gender
equality and independence of
students, especially women
(Anon et al., 2023). Noken is
not only a cultural symbol, but
also a tool that teaches the
importance of women’s role in
social and economic life.
b. Relevances of Education are:
• Character Development
The values in noken,
such as responsibility, social
care, and hard work, can be
integrated into the character
education curriculum. This is
similar to the approach of using
folklore or literature to instill
moral values (Agustina et al.,
2019). Character education
based on noken values provides
practical and concrete
understanding for students to
live ethically in society.
• Practical Learning
Noken-based activities, such as
making or using noken in
learning activities, can
encourage creativity and
teamwork. This is in line with
innovative learning models that
integrate culture into education
(Sudrajat et al., 2021). Practise-
based learning involving noken
making can improve students’
skills, both in technical and
social aspects.
For wider application, although noken is
rooted in Papuan culture, values such as
harmony and self-reliance can be applied in a

Volume 9, Issue 2, December 2024
86
Dialectical Literature and Education Journal (DLEJ)
p-ISSN 2548-6926, e-ISSN 2714-996X
https://dlejpancasakti.ac.id/index.php/dlejpancasakt
i
variety of educational contexts. This can help
create a universal understanding of the
importance of character education.
3. 3. Challenges in Implementation
Different levels of cultural
understanding among students can be a
barrier to optimizing noken-based
learning. This solution requires an
adaptive approach from educators to
ensure an effective learning experience.
Some students may not be familiar with
Papuan culture, so a more in depth
explanation and approach tailored to their
cultural background is needed.
The results show that noken not
only serves as a cultural symbol, but is
also an effective tool for building student
character. Values such as gotong royong,
responsibility, and simplicity can be
instilled through noken-based activities,
such as handricrafts or folklore (Riyanto
et al., 2024). However, their
implementation requires teacher training
and curriculum support to remain
relevant to the modern educational
context. The findings of this study are
supported by previous studies. Jumriani
et al. (2021) emphasized the importance
of local wisdom-based education in
instilling cultural values to students, thus
increasing their awareness of local
identity. Riyanto et al. (2024) also
showed that a culture-based education
approach can develop students’
characters, such as cooperation and
responsibility, which are relevant to the
values contained in noken. In addition,
Samderubun et al. (2023) underlined that
noken reflects the identity of Papuan
women, which can encourage students’
independence, especially women. These
findings further confirm that the
integration of noken in education not
only helps preserve local culture but also
plays an important role in building strong
and resilient student characters.
CONCLUSION
Noken as a symbol of Papuan local
wisdom has great potential to be used in
character education. By integrating noken in
learning, students can learn about the values
of togetherness, creativity, perseverance and
diversity. The application of noken in learning
also has a positive impact on student character
development, such as increased self-
confidence, social skills, and awareness of
cultural preservation.
Through a local wisdom-based approach,
character education can become more relevant
and meaningful to students. Therefore, it is
important for educators to develop a
curriculum that integrates elements of local
culture, such as noken, in the learning process.
In this way, students will not only learn about
science and skills, but will also internalize
values that can shape them into responsible
and cultured individuals.
REFERENCES
Agustina, I. W., Sutama, I. M., & Rasna, I. W.
(2019). Analysis of Character Educational
Values in Folklore and the Relevance in
the Formation of Student’S Character in
Vocational High School. Jurnal
Penelitian Dan Pengembangan Sains
Dan Humaniora, 3(1), 36.
https://doi.org/10.23887/jppsh.v3i1.17362
Anon, W., Yogi, R., Runtuboi, Y. Y.,
Dwiranti, F., Sagrim, M., Anon, M.,
Djitmau, D. A., & Yogi, N. (2023).
Knowledge and Values of Noken from
Three Highlander Ethnics in Indonesian
New Guinea. European Modern Studies
Journal, 7(2), 176–193.
https://doi.org/10.59573/emsj.7(2).2023.1
7
Arista, H. D. (2020). Development of Cultural
Literation in Learning To Build
Students’Character. ISCE: Journal of
Innovative Studies on Character and …,
4(2), 221–231.
http://www.iscjournal.com/index.php/isce
/article/download/93/85
Bao, B., Paramma, P., Nurak, A., & Ayomi, H.
V. (2023). Noken dan korupsi: Degradasi
nilai budaya antikorupsi pada era otonomi
khusus di Papua. Integritas : Jurnal
Antikorupsi, 9(1), 109–120.
https://doi.org/10.32697/integritas.v9i1.9
84
Gani, N., Aituru, Y. P., & Andrias, M. Y.
(2019). PAPUA ( Suatu Pendekatan

Volume 9, Issue 2, December 2024
87
Dialectical Literature and Education Journal (DLEJ)
p-ISSN 2548-6926, e-ISSN 2714-996X
https://dlejpancasakti.ac.id/index.php/dlejpancasakt
i
Legal Formal dan Kearifan Lokal ). 41–
49.
Helena Grace Binu, Maya Lagu, Selvinus
Iyai, Servinus Bria, Ovelita Yadantrar, &
Susana Magdalena Welly Muskita.
(2024). Keterampilan Menganyam
Noken Sebagai Upaya Melestarikan
Budaya Papua. Jurnal Manajemen
Kewirausahaan Dan Teknologi, 1(3),
11–17.
https://doi.org/10.61132/jumaket.v1i3.26
8
Irawan, A., Riadi, F., Arifin, Y., &
Kurniawan, W. (2024). Sosialisasi Nilai
Karakter dan Implementasinya pada
Peserta Didik di SMA Pasundan 2 Kota
Cimahi. Jurnal Komunitas : Jurnal
Pengabdian Kepada Masyarakat, 7(1),
103–106.
https://doi.org/10.31334/jks.v7i1.4039
Januar, A. (2017). Fungsi, Makna, dan
Eksistensi Noken sebagai Simbol
Identitas Orang Papua. Jurnal
Patrawidya, 18(1), 57–70.
https://patrawidya.kemdikbud.go.id/inde
x.php/patrawidya/article/view/47/34
Jumriani, J., Mutiani, M., Putra, M. A. H.,
Syaharuddin, S., & Abbas, E. W. (2021).
The Urgency of Local Wisdom Content
in Social Studies Learning: Literature
Review. The Innovation of Social Studies
Journal, 2(2), 103.
https://doi.org/10.20527/iis.v2i2.3076
Kosim, M. (2011). Urgensi Pendidikan
Karakter Dalam Pembelajaran. Karsa,
9(1), 85–92.
https://media.neliti.com/media/publicatio
ns/143938-ID-urgensi-pendidikan-
karakter.pdf
Lisdiyono, E. (2017). Exploring the strength
of local wisdom in efforts to ensure the
environmental sustainability.
International Journal of Civil
Engineering and Technology, 8(11),
340–347.
Murtako, M. (2015). in Modernity Era.
Ta’dib, 20(1), 149–164.
Nurhikmah, N. (2024). Character Education
Islam From the Views of Imam Al-
Ghazali. Jurnal Al Burhan, 4(1), 53–66.
https://doi.org/10.58988/jab.v4i1.300
Pala, A. (2011). the Need for Character
Education. International Journal of
Social Sciences and Humanity Studies,
3(2), 23–32.
Pane, P., Suriyanti, I., & Sidabutar, T. (2024).
Pentingnya Pendidikan Karakter Sejak
Dini Untuk Menyelamatkan Generasi.
Jurnal Imparta, 2(2), 73–82.
https://doi.org/10.61768/ji.v2i2.98
Pattaro, C. (2016). Character Education:
Themes and Researches. An academic
Literature Review. Italian Journal of
Sociology of Education, 8(1), 6–30.
https://doi.org/10.14658/pupj-ijse-2016-
1-2
Pikei, T., & Sihombing, A. A. (2023). Noken
Local Wisdom As Representation of
God’S Love. Al-Qalam, 29(1), 102.
https://doi.org/10.31969/alq.v29i1.1254
Rahayu, M. I. F., Susanto, A. F., & Sudiro, A.
(2024). the Meaning of the Principle of
Local Wisdom in Management and
Protection Law Environment Indonesi.
Journal of Lifestyle and SDG’S Review,
5(2), 1–14.
https://doi.org/10.47172/2965-
730X.SDGsReview.v5.n02.pe02958
Riyanto, R., Ferdhianzah, H. J., & Trilaksono,
H. (2024). Culture-Based Education
Innovation for Children’s Character
Building in the Context of Educational
Tourism Destinations. AL-ISHLAH:
Jurnal Pendidikan, 16(2), 2134–2147.
https://doi.org/10.35445/alishlah.v16i2.48
61
Samderubun, G., Nugroho, H., & Suharko, S.
(2023). Noken, Women’s Identity Space
and Strategy In Power Contestation.
Asian Journal of Social and Humanities,
2(03), 2019–2032.
https://doi.org/10.59888/ajosh.v2i03.197
Sari, D. D., Ilham, M., Fuadi, N., & Nurviani,
R. (2024). The Implementation Learning
Media Based on a Culture to Develop
Student Character. Journal of Islamic
Education Students (JIES), 4(1), 63.
https://doi.org/10.31958/jies.v4i1.12109
Sudrajat, A., Iasha, V., & Hartanti, D. (2021).
Character Values Learning Model In The
Perkampungan Budaya Betawi Setu
Babakan At The Elementary School

Volume 9, Issue 2, December 2024
88
Dialectical Literature and Education Journal (DLEJ)
p-ISSN 2548-6926, e-ISSN 2714-996X
https://dlejpancasakti.ac.id/index.php/dlejpancasakt
i
Level Of DKI Jakarta. Jurnal Pendidikan
Sekolah Dasar (JPsd), 7(1), 55–63.
Teryola Afia Sunarti, E. R. dan Z. S. (2024).
Kearifan lokal masyarakat dusun pinang
dalam menjaga keberadaan tembawang
di desa kecurit kecamatan toho
kabupaten mempawah (. 18(2), 241–253.
Tiara Ramadhani, Danar Widiyanta, Yena
Sumayana, Rengga Yudha Santoso,
Puspita Dian Agustin, & Al-Amin.
(2024). The Role Of Character Education
In Forming Ethical And Responsible
Students. IJGIE (International Journal
of Graduate of Islamic Education), 5(2),
110–124.
https://doi.org/10.37567/ijgie.v5i2.3064
Tombi, P. (2021). Noken In Positive Legal
Framework in The 2020 Election Of
Regional Heads (Pilkada) In Indonesia.
14–17. https://doi.org/10.4108/eai.14-4-
2021.2312299
Wambrauw, E. V., Sambom, M., & Agnesari,
L. (2023). Konservasi Sumber Daya Air
Berbasis Kearifan Lokal Kali Eleli
Kampung Helaksili Distrik Abenaho
Kabupaten Yalimo. Jurnal Teknik
Sumber Daya Air, 3(2), 191–202.
https://doi.org/10.56860/jtsda.v3i2.95
Agustina, I. W., Sutama, I. M., & Rasna, I. W.
(2019). Analysis of Character
Educational Values in Folklore and the
Relevance in the Formation of Student’S
Character in Vocational High School.
Jurnal Penelitian Dan Pengembangan
Sains Dan Humaniora, 3(1), 36.
https://doi.org/10.23887/jppsh.v3i1.1736
2
Anon, W., Yogi, R., Runtuboi, Y. Y.,
Dwiranti, F., Sagrim, M., Anon, M.,
Djitmau, D. A., & Yogi, N. (2023).
Knowledge and Values of Noken from
Three Highlander Ethnics in Indonesian
New Guinea. European Modern Studies
Journal, 7(2), 176–193.
https://doi.org/10.59573/emsj.7(2).2023.
17
Arista, H. D. (2020). Development of Cultural
Literation in Learning To Build
Students’Character. ISCE: Journal of
Innovative Studies on Character and …,
4(2), 221–231.
http://www.iscjournal.com/index.php/isce
/article/download/93/85
Bao, B., Paramma, P., Nurak, A., & Ayomi, H.
V. (2023). Noken dan korupsi: Degradasi
nilai budaya antikorupsi pada era otonomi
khusus di Papua. Integritas : Jurnal
Antikorupsi, 9(1), 109–120.
https://doi.org/10.32697/integritas.v9i1.9
84
Gani, N., Aituru, Y. P., & Andrias, M. Y.
(2019). PAPUA ( Suatu Pendekatan
Legal Formal dan Kearifan Lokal ). 41–
49.
Helena Grace Binu, Maya Lagu, Selvinus Iyai,
Servinus Bria, Ovelita Yadantrar, &
Susana Magdalena Welly Muskita.
(2024). Keterampilan Menganyam Noken
Sebagai Upaya Melestarikan Budaya
Papua. Jurnal Manajemen
Kewirausahaan Dan Teknologi, 1(3), 11–
17.
https://doi.org/10.61132/jumaket.v1i3.26
8
Irawan, A., Riadi, F., Arifin, Y., & Kurniawan,
W. (2024). Sosialisasi Nilai Karakter dan
Implementasinya pada Peserta Didik di
SMA Pasundan 2 Kota Cimahi. Jurnal
Komunitas : Jurnal Pengabdian Kepada
Masyarakat, 7(1), 103–106.
https://doi.org/10.31334/jks.v7i1.4039
Januar, A. (2017). Fungsi, Makna, dan
Eksistensi Noken sebagai Simbol
Identitas Orang Papua. Jurnal
Patrawidya, 18(1), 57–70.
https://patrawidya.kemdikbud.go.id/index
.php/patrawidya/article/view/47/34
Jumriani, J., Mutiani, M., Putra, M. A. H.,
Syaharuddin, S., & Abbas, E. W. (2021).
The Urgency of Local Wisdom Content
in Social Studies Learning: Literature
Review. The Innovation of Social Studies
Journal, 2(2), 103.
https://doi.org/10.20527/iis.v2i2.3076
Kosim, M. (2011). Urgensi Pendidikan
Karakter Dalam Pembelajaran. Karsa,
9(1), 85–92.
https://media.neliti.com/media/publicatio
ns/143938-ID-urgensi-pendidikan-
karakter.pdf
Lisdiyono, E. (2017). Exploring the strength of
local wisdom in efforts to ensure the

Volume 9, Issue 2, December 2024
89
Dialectical Literature and Education Journal (DLEJ)
p-ISSN 2548-6926, e-ISSN 2714-996X
https://dlejpancasakti.ac.id/index.php/dlejpancasakt
i
environmental sustainability.
International Journal of Civil
Engineering and Technology, 8(11),
340–347.
Murtako, M. (2015). in Modernity Era.
Ta’dib, 20(1), 149–164.
Nurhikmah, N. (2024). Character Education
Islam From the Views of Imam Al-
Ghazali. Jurnal Al Burhan, 4(1), 53–66.
https://doi.org/10.58988/jab.v4i1.300
Pala, A. (2011). the Need for Character
Education. International Journal of
Social Sciences and Humanity Studies,
3(2), 23–32.
Pane, P., Suriyanti, I., & Sidabutar, T. (2024).
Pentingnya Pendidikan Karakter Sejak
Dini Untuk Menyelamatkan Generasi.
Jurnal Imparta, 2(2), 73–82.
https://doi.org/10.61768/ji.v2i2.98
Pattaro, C. (2016). Character Education:
Themes and Researches. An academic
Literature Review. Italian Journal of
Sociology of Education, 8(1), 6–30.
https://doi.org/10.14658/pupj-ijse-2016-
1-2
Pikei, T., & Sihombing, A. A. (2023). Noken
Local Wisdom As Representation of
God’S Love. Al-Qalam, 29(1), 102.
https://doi.org/10.31969/alq.v29i1.1254
Rahayu, M. I. F., Susanto, A. F., & Sudiro, A.
(2024). the Meaning of the Principle of
Local Wisdom in Management and
Protection Law Environment Indonesi.
Journal of Lifestyle and SDG’S Review,
5(2), 1–14.
https://doi.org/10.47172/2965-
730X.SDGsReview.v5.n02.pe02958
Riyanto, R., Ferdhianzah, H. J., & Trilaksono,
H. (2024). Culture-Based Education
Innovation for Children’s Character
Building in the Context of Educational
Tourism Destinations. AL-ISHLAH:
Jurnal Pendidikan, 16(2), 2134–2147.
https://doi.org/10.35445/alishlah.v16i2.4
861
Samderubun, G., Nugroho, H., & Suharko, S.
(2023). Noken, Women’s Identity Space
and Strategy In Power Contestation.
Asian Journal of Social and Humanities,
2(03), 2019–2032.
https://doi.org/10.59888/ajosh.v2i03.197
Sari, D. D., Ilham, M., Fuadi, N., & Nurviani,
R. (2024). The Implementation Learning
Media Based on a Culture to Develop
Student Character. Journal of Islamic
Education Students (JIES), 4(1), 63.
https://doi.org/10.31958/jies.v4i1.12109
Sudrajat, A., Iasha, V., & Hartanti, D. (2021).
Character Values Learning Model In The
Perkampungan Budaya Betawi Setu
Babakan At The Elementary School
Level Of DKI Jakarta. Jurnal Pendidikan
Sekolah Dasar (JPsd), 7(1), 55–63.
Teryola Afia Sunarti, E. R. dan Z. S. (2024).
Kearifan lokal masyarakat dusun pinang
dalam menjaga keberadaan tembawang
di desa kecurit kecamatan toho kabupaten
mempawah (. 18(2), 241–253.
Tiara Ramadhani, Danar Widiyanta, Yena
Sumayana, Rengga Yudha Santoso,
Puspita Dian Agustin, & Al-Amin.
(2024). The Role Of Character Education
In Forming Ethical And Responsible
Students. IJGIE (International Journal of
Graduate of Islamic Education), 5(2),
110–124.
https://doi.org/10.37567/ijgie.v5i2.3064
Tombi, P. (2021). Noken In Positive Legal
Framework in The 2020 Election Of
Regional Heads (Pilkada) In Indonesia.
14–17. https://doi.org/10.4108/eai.14-4-
2021.2312299
Wambrauw, E. V., Sambom, M., & Agnesari,
L. (2023). Konservasi Sumber Daya Air
Berbasis Kearifan Lokal Kali Eleli
Kampung Helaksili Distrik Abenaho
Kabupaten Yalimo. Jurnal Teknik Sumber
Daya Air, 3(2), 191–202.
https://doi.org/10.56860/jtsda.v3i2.95