Reconstruction of Local Content Based on Banten Cultural Wisdom as a Strategy for Strengthening Cultural Identity

The implementation of the local content curriculum remains largely administrative, insufficiently adaptive, and has not optimally integrated Banten's cultural wisdom. This study aims to analyze policy implementation, identify school-level responses, and reconstruct a local content curriculum rooted in Banten's cultural wisdom. Utilizing a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis. Informants included educational authorities, school principals, curriculum coordinators, teachers, supervisors, and school committees. The findings reveal that policy implementation is influenced by teacher competence, leadership, institutional coordination, learning resources, community participation, supervision, and evaluation. Challenges such as policy changes, resource limitations, teacher capacity gaps, time constraints, and administrative-focused evaluations risk creating implementation gaps and weakening cultural continuity. Conversely, adaptive leadership, teacher creativity, contextual learning, community engagement, and institutional learning enhance curriculum responsiveness. This study successfully reconstructs the Adaptive, Participatory, and Sustainable Banten Cultural Local-Content Curriculum Model (KMBAPB), shifting the implementation focus from mere administrative compliance to strategic adaptation of value and ensuring local wisdom remains vibrant and relevant amid ongoing changes. Conclusion: Reconstructing local content based on Banten cultural wisdom strengthens students' cultural identity through an adaptive educational framework. Significance: This study helps shift curriculum research from administrative compliance toward strategies that support cultural transmission and identity reinforcement.