Abstract
The roles of the teacher in internalizing the values of local wisdom can be seen from the extent of the efforts made by the teacher in developing the values of local wisdom in the learning process. This study aims to describe the roles of teachers and the factors that influence them in internalizing the values of the local wisdom of Cirebon in learning at the Madrasah Ibtidaiyah (Islamic elementary school). A qualitative descriptive study with an ethnographic approach was combined with a quantitative descriptive survey method in this research. Questionnaires, observation, and interviews were utilized to collect data for this study. The findings revealed that instructors' roles in instilling local wisdom values in Islamic elementary school children in Cirebon City had not been fully utilized in the classroom. This can be seen in how the abilities and competencies of teachers who are considered still inadequate to be able to internalize the values of local wisdom in madrasah learning. Local wisdom has so far only been used in the classroom to invite students to tour historical sites, make traditional arts an extracurricular activity, and convey stories about Cirebon's history. Government regulations stating that local wisdom is crucial to its survival and preservation are examples of supporting elements. Teachers, family support, curriculum load, and the cost of visiting cultural sites were discovered to be the most constraining factors.