INTEGRATING 'NGAOS, MAMAOS, MAENPO' PHILOSOPHY IN EXPOSITION TEXT LEARNING

Abstract

Indonesian language learning within the Merdeka Curriculum requires students to possess critical reasoning skills, particularly in constructing argument-based texts. However, pedagogical reality often reveals a disparity between curriculum expectations and students' actual competence, primarily due to high cognitive load and cultural alienation. This study aims to explore the effectiveness of revitalizing Cianjur's local wisdom philosophy—Ngaos, Mamaos, Maenpo—as a cognitive stimulus in learning to write exposition texts. Employing a descriptive qualitative method with a case study design at MTs Al-Riyadl Cipanas, this research involved 26 Grade VIII students selected through purposive sampling. Data were collected via diagnostic surveys, pre-and post-intervention writing tasks, and observations. The findings revealed a striking "cultural paradox" where, despite 77% visual familiarity, 88% of students suffered from an "epistemic void" regarding the philosophy's meaning. However, after the didactic integration of local wisdom, specifically reinterpreting Maenpo as self-control, a significant surge occurred in argumentation quality. The average score for content competence increased significantly from 68 (Sufficient) to 85 (High), accompanied by increased writing productivity. These results indicate that local wisdom functions as effective "epistemic scaffolding," allowing students to transform implicit cultural knowledge into explicit academic arguments. This study concludes that integrating local culture is a strategic approach to realizing the Profil Pelajar Pancasila, fostering both global literacy and local moral character.