EDUKASIA ISLAMIKA Jurnal Pendidikan Islam Local Wisdom-Based Learning Innovation on Madrasah Ibtidaiyah in Digital Era

: This study tries to describe the learning innovation based on local wisdom in Madrasah Ibtidaiyah (Islamic Elementary School) in digital era. The problem of this study is how the local wisdom-based learning innovation on the Madrasah Ibtidaiyah in digital era is. It uses scientific works about local wisdom-based learning innovation as primary data and scientific works about local wisdom as secondary data. Library references about digital era learning are used to support these data sources. This study is a library study focusing on the local wisdom-based learning innovation on Madrasah Ibtidaiyah in digital era. This qualitative study is related to written text document about the local wisdom-based learning innovation on Madrasah Ibtidaiyahin digital era. It uses content analysis method to analyze the data. The result of this study finds that the learning process of Madrasah Ibtidaiyah determines the quality of education. The goals of education will fail without innovative learnings. One of the innovative learnings in Madrasah Ibtidaiyah is the local wisdom-based learning. In today’s digital era, Madrasah Ibtidaiyah should reinforce its Islamic character building. If it succeeds, it will be a great and dignified schools. stratified from RaudlatulAthfal (Islamic Kindergarten), Madrasah Ibtidaiyah (Islamic Elementary School), Madrasah Tsanawiyah (Islamic Junior High School), Madrasah Aliyah (Islamic High School), to Jami’ah (Islamic University). This study will focus on learning in Madrasah Ibtidaiyah , a formal education managed by the Ministry of Religion.


INTRODUCTION
Learning is an integrative part of education. In other words, it is inseparable from education. Educational experts agree that educational goals can only be achieved through learning. Everyone can be considered to be able to teach, but not everyone can teach well. Therefore, a teacher will not succeed in teaching if he or she lacks of learning knowledge.
It is learned through its own scientific discipline known as the Methodical Didactic. A teacher must understand the ins and outs of it and apply it in teaching and learning activities in the classroom.
Learning can take place either in formal or non-formal educational institutions. Aliyah (Islamic High School), to Jami'ah (Islamic University). This study will focus on learning in Madrasah Ibtidaiyah, a formal education managed by the Ministry of Religion.
Madrasah (Islamic School) as an educational institution emerging from the initiatives and resources of the Muslim community aims to prepare Islamic religious education services for Muslim children. The development of madrasah in Indonesia as a formal institution is getting better after the issuance of the Joint Decree of 3 Ministers (in Indonesia called SKB 3 Menteri) that places madrasah on an equal level with public schools in terms of the formal legality of its diploma, curriculum, right for graduates to continue their study to public school or university, and the right to obtain employment opportunities in government or private institutions. In 1994, the concept of madrasah emerged with the composition of the curriculum content, 70% general knowledge and 30% religious knowledge. It means that this curriculum modification equates the substance and content between madrasah and public schools according to the National Education System and the tendencies of modern Muslims societies. Islamic education in madrasah is a characteristic that must not be eliminated, though religious sciences are increasingly reduced (Nurhasnawati, 2015).
The issuance of the Joint Decree of 3 Ministers begins when President Soeharto of Indonesia, in 1972and 1974, issues the Presidential Decree No. 34/1972and Presidential Instruction No. 15/1974 which is considered to weaken and alienate madrasah from national education which then causes a strong reaction from the Muslims. Though it is difficult, the ideal goals of madrasah should be realized in Muslims life. The responsibility of madrasah even harder in today's digital era. As an Islamic education institution, madrasah is not only required to transfer the knowledge, but also the Islamic values. However, the institution still faces many unsolved internal problems.
There are four internal problems. First, the madrasah orientation tends to prioritize 'abd rather than the balance between 'abd and khalifatullah fi al-ardl. Second, the sensitivity to modern science needs to be improved. Third, madrasah needs to develop studentcentered learning, rather than teacher-centered. Fourth, the slow pace of renewal efforts causing madrasah is left behind by social and political changes, advancement of science and technology (Maskur, 2017). Hence, the innovation in madrasah is a necessity. It must be planned, systematic, integrated, and sustainable.
One of the innovations that can be done through learning, namely local wisdombased learning. This research tries to explore local wisdom-based learning in Madrasah Ibtidaiyah in digital era. The excellences of madrasah will be useless if the learning is

THEORETICAL FRAMEWORK
Learning is an activity of educators or teachers programmed in instructional design emphasizing the provision of learning sources to make students learn actively. The Education System No. 20 Year 2003 states that learning is an interaction between students, educators, and learning sources in a learning environment.

Constitution of National
It is built by educators or teachers to develop thinking creativity to improve thinking abilities, and increase the ability to construct new knowledge to improve mastery of subject matters of the students (Syaiful, 2014).
A quality learning can improve the expected education. Expected education is an education that meet the expectations needed by students. It must pay attention to student rights democratically and creatively and provide opportunities for students to be free to express themselves in their learning activities. Education should not be fettered because it will generates stereotypical, obedient, uncreative, even highly dependent people. Those will make them a social burden, dependent, and having no self-identity. Such education can be considered as a closed education system which gives less freedom and experience for learners to be creative (Hamzah, 2011). Learning as an instrument to achieve the expected education must not be stagnant. It must be dynamic. The dynamic of learning in education requires innovations.
Innovation is a new or different improvement from the previous one, done deliberately and planned. Innovation in the context of learning technology refers to the use of advanced technology, both software and hardware, in the learning process. The main objectives are to improve the quality, effectiveness and efficiency of learning.
Methods and strategies are also included as an innovation (Arbain, 2016). An innovation does not always involve sophisticated technology. Simple efforts to improve learning can also be considered as an innovation. Making local wisdom as a learning base is one of the learning innovations that can be done in Madrasah Ibtidaiyah.
Local wisdom can be defined as "what mankind using his brain power to act and behave toward things, objects, or events that occur in a particular space, also a pattern of relationship between human interaction with humans or humans with their physical environment" (Tatang, 2012). Local wisdom is a wealth of knowledge, beliefs, norms, customs, culture, insight in the local area, which is inherited and maintained as an identity and guide in teaching us to behave in life. Local wisdom is all the potential of an area, the ideas and works of humans containing wise values, inherited from generation to generation so that it becomes a characteristic of the region. The integration of local wisdom in learning is intended to increase the love of local wisdom in the environment and maintain its existence in the midst of globalization (Naela, 2018), namely digital era.
Local wisdom is basically a foundation for the national identity formation. The motivations to explore local wisdom are to look for and determine the national identity that may be lost due to the dialectical crossing process or because of acculturation and transformation that has, is, and continue to happen as something inevitable. The effort to find a new identity based on local wisdom is important in uniting the nation and finding the strength of new community, especially to face the threatening globalization wave (Dedi, 2016).
Local wisdom can be made as a learning basis in madrasah. The term madrasah has blended with the terms school or university (especially Islamic university). Madrasah means "tempat duduk untuk belajar" (Hasbullah, 1999 teacher. Students must learn through observation and active experimentation, which then create creativity and awareness to preserve nature to be better and sustainable.

Effective science learning in Madrasah Ibtidaiyah is designed and implemented
with the orientation to the activities of the students emphasizing science skills by observing, assessing, reviewing, analyzing, clarifying based on observational data. This students-oriented learning emphasizes the independence and creativity of the students so that they will happy and excited to learn on their own (Sulthon, 2016).
Hj. Tati Nurhayati studies the psychology learning in Madrasah Ibtidaiyah. She states that according to the perspective of educational psychology, education in Madrasah Ibtidaiyah tries to provide good learning environment for students to develop various potentials including learning behavior. Therefore, the learning activities is very important to determine the success of education.
Students of Madrasah Ibtidaiyah are children with an age range of 6 -12 years old. This period is a very good time to study. The child no longer wants to be considered as a child. They want to achieve something and gain new skills by implementing education. Effective educators do not limit themselves to formal and planned evaluation but continually observe their students in a variety of context to obtain information of the thoughts, beliefs, feelings, and learning outcomes of the students (Tati, 2016).
Dyah Permata Budi Asri studies the preservation and management of local culture in Yogyakarta. She states that local culture is local values of particular regional community, formed naturally through learning process from time to time. Local culture includes art, tradition, community mindset, and customs. Indonesia consists of 33 provinces so it has a lot of cultural wealth. The cultural diversity can be a useful asset for the country to introduce Indonesia to the world. The differences in local cultural ownership led to differences in the Intellectual Property Rights (IPR) system. The most important thing to note is that local culture must be preserved from generation to generation, thereby it is providing benefits for all parties concerned.
According to Asri,  responsibility, and understanding their culture in the life of the nation and state. The community also has a concern for fellow humans, is obedient to religion, and is willing to preserve the culture of Huyula, and make works easier (Rasid, 2013).
Indonesians local wisdom is used as a learning basis in educational institutions such as Madrasah Ibtidaiyah. This local wisdom-based learning is intended to preserve, maintain, and balance the challenge of foreign cultures contrasting to Indonesians character as happened in today's digital era. Madrasah Ibtidaiyah has a big responsibility to face the challenges. Thereby, one of the ways is using local wisdom as a basis of learning. As an Islamic formal institution of education, the presence of Madrasah Ibtidaiyah in digital era facing various complex problems. Hence, Madrasah Ibtidaiyah should continuously try to improve its quality.
The quality improvement effort of Madrasah Ibtidaiyah is an increasingly urgent and inevitable demand related to digital era and its characteristics. It is a necessity for Madrasah Ibtidaiyah to graduate students who have competitiveness and quality with the strength of faith and piety. The development of madrasah in facing the digital era requires the development of student-centered learning. By using this method, students are expected to have the initiative and competitive will to be able to compete (Murip, 2014).
The implementation of local wisdom-based learning in madrasah is an alternative way in the development of student-centered learning.

RESEARCH METHOD
This study uses documents as data source.   The participation of society is classified into planning and monitoring role.

RESULT AND DISCUSSION
Society is involved in madrasah programs planning, especially the strategic programs. In addition to that, society is also involved in monitoring the programs and achievement.
The obstacles faced by the society are being busy of work, the lack of information about madrasah program, the lack of comprehension about the importance of society participation in improving education quality of madrasah (Fathul, 2017).

Society participation in development and improvement of education quality of
madrasah is increasingly needed, especially in today's digital era which is part of globalization era. In this era of globalization, there are cross-culture and religion phenomena throughout the world through communication, transformation and information media resulting from technology modernization. Those phenomena will generate competition that influences, contradicts, and collides between each values, which then generate losing or winning, or mutual cooperation to produce new synthesis and antithesis.
Apart from positive impacts, the negative impacts of globalization are inevitable.
The advanced communication and information technology provides opportunities for various foreign cultural influences to get into elements of society. The most visible impact Madrasah should not be left behind by other educational institution just because of globalization. Globalization must be addressed as a challenge as well as an opportunity to reform the education system so that madrasah become more progressive and desired by the society. Therefore, improving management and quality of education and learning must be a top priority. This optimism is reasonable since madrasah is the most ideal educational institution which is in accordance with educational mission stated in the 1945 Constitution to create educated human beings who believe in God Almighty. The education system implemented in madrasah is an integral education system starting from building intellectuals, skills, moral and social. The content of learning materials in madrasah supports the creation of human beings who are not only useful, but also, most importantly, become human beings who have piety to God so that they can be beneficial for the environment in a broad sense (Anwar, 2013 Madrasah Ibtidaiyah are also the first place to formulate scientific foundation and national character that greatly affects the future of students and advancement of a nation. The development strategy should be done from the bottom. The Ministry of Religion is responsible for encouraging, stimulating, and facilitating the society to be motivated in developing madrasah. They key is to actualize the Muslims potential so that they have the spirit in developing madrasah. The administrators of the madrasah must also be motivated to create new breakthroughs independently (Muhammad, 2009). This strategy is "forced" to be taken because the development strategy initiated by the Ministry of Religion is considered ineffective. It is implemented through the following steps: First, improving the quality of all education types and level in Islamic schools in corresponding the science and technology development and the demand of development.
Second, the development of public madrasah is strived to become a model for private madrasah, especially in terms of quality.
Third, the development of private madrasah is carried out so that its education system is in accordance with the national education system, and has the same quality as the public madrasah (Muhammad, 2009).
The key to every strategy implemented in developing or improving the quality of madrasah education is continuous innovation. Indeed, in general, the condition of madrasah, seen from the learning facilities, the quality of educators and education personnel as well as madrasah funding, is still concerning compared to public school institution. It causes the weak competitiveness of madrasah, which then obtaining less attention from the society compared to public school. Madrasah Ibtidaiyah education as a form of Islamic education in the digital era are intended to build a skillful Muslims generation in order to live well, safely, prosperously, and harmoniously. The education formulation is designed to train and guide each individual Muslim to be proficient in Islamic knowledge and its practice and also in applied-based practical science to manage natural resources. Through education, students are educated in spiritual aspects that are closely related to faith and character, as well as physical aspects related to work skills as their personal responsibility.
These noble ideals will be realized when the educational management is able to maximize the positive potential contained in digital and minimize the negative aspects.
Teachers should innovate the learning by utilizing the digital media. This digital technology has influenced almost all dimensions of human life, including the students. It is not a right choice to keep students away from digital technology. But letting them to be dependent to digital technology without control and guidance is a very risky step. The perfect step is to utilize digital technology for education development of child ren by creating digital-based content strategies and learning models that have a big vision to realize the next Muslims generation who succeeded in the world and hereafter (Shulhan, 2018).

Local Wisdom and Learning in Madrasah Ibtidaiyah
One of the learning innovations implemented in Madrasah Ibtidaiyah either public or private madrasah in digital era, is local wisdom-based learning. In today's digital era, students can learn at any time and any place. In this case, learning is authentic and individual based. However, the popular learning strategies used in Indonesia nowadays are the traditional learning, a class-based (classical) learning using the lecture method. In classical learning, the learning process is attached by time and space dimensions. It means that students and teacher must be in particular time and space to carry out learning activities.
It is necessary to find alternative strategies for classical learning to overcome these problems without eliminating social bonds between students and classmates, as well as students and teacher. Though teachers should not be the only leaning source, especially in today's era, where learning sources can be easily obtained through information technology. It is undeniable that digital era has positive impact to education. For instance the presence of alternatives learning sources and media. Learning activity that used to be done only in the classroom, has now begun to be replaced by online means. Online learning is the implementation of learning process which is fully performed by using internet technology and does not require any face-to-face activities. In this learning, students can learn directly (synchronous) or indirectly (asynchronous) from anywhere (Annisa, 2013).
Learning in Madrasah Ibtidaiyah in digital era must be adaptable with the challenges of the era. The digital era is characterized by information technology. The use of information technology in learning process of Madrasah Ibtidaiyah provides many advantages, both for teachers and students, such as time effectiveness, accessible, interesting and inexpensive learning material. Students also have more curiosity due to the information technology. In learning process there are communications between students, as well as students and teacher causing creatively problems solving.
The digital era requires teachers to utilized information and communication technology for self-development. Teachers must know the recent information technology.
Teachers of Islamic Education should continuously make learning innovation because students nowadays are closely related to digital technology. Since students quickly obtain the information, the teacher should do the same things, otherwise students will have trust "erosion" toward the teachers. Thereby, the teachers must follow the development of technology-based learning, must not avoid and ignore it (Iwantoro, 2017). values integrated with student include the value of godliness, cooperation, discipline, diligence, responsibility, politeness, cultural preservation, hard work, concern, creativity, beauty, and etc (Chairiyah, 2017 The local wisdoms of the regions in Indonesia are very numerous and varied.
Many of which can be used as assets of national cultural wealth, unifying, as well as a basic foundation to strengthen national identity. Learning becomes an important part in the process of strengthening national identity through local wisdom preservation. Existing educational institutions can play active role in realizing local wisdom-based learning to strengthen national identity. Masdrasah Ibtidaiyah as an Islamic-based educational institution must participate it. Thus, local wisdom-based learning innovation on Madrasah Ibtidaiyah in digital era should always be within the framework of strengthening the national identity.

CONCLUSION
Madrasah Ibtidaiyah has big educational responsibility in generating young generation who have balanced intellectual and spiritual competence in today's digital era.
Education responsibility will not be properly implemented when Madrasah Ibtidaiyah is stagnant in responding the change and development of era. Dynamic is the key that will determine the future of Madrasah Ibtidaiyah. The uniqueness and advantages of Madrasah Ibtidaiyah, as explained before, is a foundation to be dynamic toward the change and development of the era. One of the dynamics is shown in the learning process in Madrasah Ibtidaiyah.
The learning process in Madrasah Ibtidaiyah will determine the quality of madrasah education. The goals of Madrasah Ibtidaiyah will not be achieved without innovative learning. One of the innovative learnings expected to improve the quality of education in Madrasah Ibtidaiyah is implementing local wisdom-based learning. It is based on the fact that Madrasah Ibtidaiyah is inseparable from society culture in which the madrasah grows and develops. Therefore, the learning in Madrasah Ibtidaiyah must not be uprooted from local cultural roots.
The society where Madrasah Ibtidaiyah is located is constantly changing. The change in society requires a change in the Madrasah Ibtidaiyah education system.
Learning is the most important part of all the components of the Madrasah Ibtidaiyah education system. Thus, changes in Madrasah Ibtidaiyah learning will greatly affect its education system. In digital era, Madrasah Ibtidaiyah cannot sustain the traditional or conventional education system. Learning innovation is a must. It can adopt information technology that has become an integral part of education in today's digital era.
A super sophisticated learning innovation based on local wisdom will not have positive effect if it is not supported by field competent implementers of learning.