Education Based on Local Wisdom

This article aims to examine the power of local wisdom in education. Local knowledge will only last if local learning is applied concretely in everyday life. Efforts to represent the concept of education are not merely normative; only stated and explained, but attempted performative form. For example, local wisdom in education policies by the State is implementing character education policies based on local knowledge, culture, and culture. This research is library research by making library materials the primary data source. The research data were obtained from several pieces of literature related to the general description of education in Indonesia, educational problems and character education strategies. The research data were analysed using descriptive-analytical techniques with an inductive mindset. Implementing efforts to conserve various elements of local wisdom, traditions and local institutions, including norms, customs and culture, can function effectively in education. The goals of education are based on local strengths and characteristics that can advocate for disparities and social-cultural discrimination in society and contribute to better cultural education.

This article aims to examine the power of local wisdom in education. Local knowledge will only last if local learning is applied concretely in everyday life. Efforts to represent the concept of education are not merely normative; only stated and explained, but attempted performative form. For example, local wisdom in education policies by the State is implementing character education policies based on local knowledge, culture, and culture. This research is library research by making library materials the primary data source. The research data were obtained from several pieces of literature related to the general description of education in Indonesia, educational problems and character education strategies. The research data were analysed using descriptiveanalytical techniques with an inductive mindset. Implementing efforts to conserve various elements of local wisdom, traditions and local institutions, including norms, customs and culture, can function effectively in education. The goals of education are based on local strengths and characteristics that can advocate for disparities and social-cultural discrimination in society and contribute to better cultural education. INTRODUCTION According to Inkeles (1966)  As previously stated, the future's ethics are not the same as the ethics of the end; the ethics of the end is the present for the future. To respond to the challenge of a distinct ability to anticipate, formulate human values, and set priorities in an uncertain environment, the ethics of the future required a human being to dare to respond. Future generations are not victims of a process that will become increasingly unmanageable at a later point in time (Spitzer, 2007).
When discussing the future ethical context, an educational vision should be born to realise that humans should not wait for any future. The hope of the future expects us to set it up, and we should do so. According to Suyudi (2005), education is the entire conscious effort or activity carried out by educators to learners concerning all aspects of personality development (Schunk, 2012). Wherein any interactions enrichment even deepening educational characters can be started from where teachers and students were making the local characteristics of learners who will personally determine the essential growing knowledge and insightful intelligence nationality. It will be presented as the solution to a deterioration in the nation's morality.
The importance of an authentical national character effected: 1) The public's mutual culture is deteriorating; 2) The community's personality Shifts contributed significantly to the moral improvement of learners' quality as the next generation of the education system. Thus, this research attempts to bring the concepts of revitalisation and re-orientation of education to translate and advocate the national problems that occur at this time.

II. METHOD
The method used in this study uses a literature method or approach library research or literature can be interpreted as a series of library data collection methods, reading and taking notes and processing materials research (Mestika, 2003). In literature study research, at least four main characteristics of the authorised to pay attention (Moleong, 2005). First, the writer or researcher deals directly with the text or numerical data, not directly from the field. Second, library data is "Ready to use", which means that the researcher does not go to the area because the researcher faces existing data sources in the library. Third, that library data is generally the source secondary. The researcher obtains material or data from second hand and not data from the first in the field. Fourth, the library data condition is not limited by space and time (Widisuseno, 2012).
The approach was chosen based on the belief that the nature of social reality and the document's text is twofold, objective and subjective, or twotone, express (phenomena) and implicit (noumenon) (Webster, 2007). Of course, the methods required for interpretive epistemology must use to understand social phenomena or human behaviour unique to interpretation (Muhajir, 2000). The information gathered will include: (1) an overview of

III. FINDINGS AND DISCUSSION
Education is not life preparation, but life itself." So the opinion of John Dewey when he was trying to explain the realm of education. Education is a life process. Nevertheless, the process of education is often disconnected from the learners' world when learning to talk. Attempts to question the term "chalkboard educators that regardless of the question of life" have always been a compulsory question posed when building the educational world idealism.
The current educational process in schools continues to prioritise cognitive aspects over affective and psychomotor aspects. Even the national examination was becoming increasingly concerned with intellectual property issues. Even the national exam ever more concerned with intellectual property aspects rather than aspects of their honesty. We know the level of honesty that is simply 20 per cent of the National Exam because many students are cheating on the national exam in different ways. Even once found a few dishonest efforts of educators seeking National exam results from protected participants.
Character education must build a more civilised life, not a life filled with barbaric behaviour, as character education is known (character education). However, the formation of characters as the fundamental goal of education is to lose by provoking positivism and relativism, believing that there is no moral truth and no right and wrong purpose and that all values are relative. Each person is free to determine their worth without being forced to do so by anyone. Each person is free to decide on their worth without being forced to do so by anyone. According to Howard, character education began to be the primary purpose of education in the 18th and 19th centuries, but the sinking  The character of the crisis that occurred in this now is not yet the development of characters due to good behaviour patterns that are less good.
As a result, a group or individual creating a reference for each. This condition is vulnerable to the problem. There is a collision, even horizontal conflict, for all groups claiming themselves as the dedicated community. In situations like these, characters often remembered the discourse, and subsequent developments tend to occur, the longer the increasingly alarming crisis. People As the cover of this study, the author presents George Bernard Shaw's play Pygmalion, which deals with a Professor's efforts to help a woman "cheapo" named Eliza Doolittle become a respectable woman. Professor Eliza Doolittle's efforts to treat a good woman are the subject of this story. At the end of the story, the woman meets the professor's expectations. The film "Pretty Woman," starring Julia Roberts and Richard Gere, was inspired by the drama Pygmalion, which set the storyline between the interwoven love romance stories of a prostitute flamboyant saw. Goethe stated the preceding principles in the following sentence: "Even with someone as his appearance, he will undoubtedly be even uglier. However, even with someone who has been made possible by their potential, it will be so certain." According to Goethe's statement above, someone was in an optimising capacity based on potential and talent. It would then be his most significant potential power to use for himself or the community's benefit. Regularly, a person's potential cannot measure by his or her physical appearance. Because a man creates potential and talent, potential and talent are unique things that become hidden abilities. If we correlated Goethe's statement with the golden generation of character formation efforts, it was also true. Offset generation and a potential, comprehensive, and talented student can be considered reference materials in print quality. Discussions cover not only scientific theories but also the growth of students' skills. When the educational process

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incorporates elements of character education, maximises IESQ, and accounts for both students' potential and talents, the country can produce a generation of high-quality gold with high morals and the ability to think and act intelligently.

IV. CONCLUSION
Character education is an integral part of the nation that has written a