Implementation of Local Wisdom-Based Physical Education Learning: A Qualitative Study in Elementary Schools in Golewa District

Abstract

This study aims to describe and analyze the implementation of local wisdom-based Physical Education learning in the authentic context of elementary schools in Golewa District through a qualitative collective case study approach. The study is grounded in the assumption that integrating local culture into physical education enhances student engagement and strengthens context-based physical literacy. The research involved nine elementary schools, nine Physical Education teachers, and nine principals selected purposively based on teaching experience (minimum two years) and the implementation of culture-based learning practices. Data were collected over three months through participatory observation, semi-structured in-depth interviews, and documentation of teaching modules and lesson plans. Data analysis employed Miles and Huberman’s interactive model, complemented by reflective thematic analysis to identify implementation patterns and influencing factors. The findings indicate that 100% of schools integrated traditional games into core learning activities, while 77.78% incorporated cultural values in reflection sessions. Student participation was categorized as high in 66.67% of observed classes, demonstrating increased engagement compared to conventional drill-based instruction. However, only 55.56% of schools systematically developed local wisdom-based teaching modules. Supporting factors included strong principal support and high student enthusiasm, whereas limited professional training and structured curriculum tools were identified as primary constraints. The study underscores the need for policy reinforcement, sustainable teacher professional development, and structured culture-based module development to institutionalize contextual Physical Education practices.