The exploration of Indigenous Knowledge Systems (IKS) in agriculture marks a paradigm-shifting endeavour, heralding a resurgence of timeless wisdom that forms the bedrock of human existence. This article explores IKS in agriculture within Java, Indonesia and Mindanao, Philippines. It analyses key aspects such as ecological management, farm practices, traditional knowledge transmission and cultural significance, emphasizing sustainable land use and biodiversity conservation. Employing qualitative methods like interviews and participant observations, the study ensures cultural respect and participant rights protection. It discusses challenges and promising initiatives in traditional knowledge transmission, emphasizing the cultural and spiritual dimensions intertwined with agricultural practices. The research underscores the pivotal role of indigenous knowledge in addressing modern agricultural challenges and fostering inclusive, sustainable futures in Javanese and Mindanaoan regions.
AkinnifesiF. K., ChirwaP. W., AjayiO. C., SileshiG., MatakalaP., KwesigaF. R., HarawaH., & MakumbaW. (2008). Contributions of agroforestry research to livelihood of smallholder farmers in Southern Africa: 1. Taking stock of the adaptation, adoption and impact of fertilizer tree options. Agricultural Journal, 3(1), 58–75.
2.
ArciosaR. (2022). Determining Bernoulli’s principles in basket weaving of Manobo tribesmen in southern Philippines. Journal of Technology and Operations Management, 17(2), 16–26. https://doi.org/10.32890/jtom2022.17.2.2
3.
AriatinA., DhewantoW., & SudrajadO. Y. (2022). Business model in Islamic Business Unit: A lesson from Islamic Boarding Schools in West Java. International Journal of Applied Business Research, 4(1), 32–49. https://doi.org/10.35313/ijabr.v4i1.193
4.
BalogbogK. J. (2020). Indigenous knowledge system of the upland rice farmers in Sarangani Province and General Santos City, Philippines. Social Science Research Network. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3683315
5.
CanoyE. (2021). FIRST PERSON: Building a symbol of living tradition: The Bukidnon Daraghuyan Tulugan. Bukidnonnews.net. Retrieved, 7January2024, from https://bukidnonnews.net/articles/first-person-building-a-symbol-of-living-tradition-the-bukidnon-daraghuyan-tulugan/
6.
CelesteB. L. D., CondinoM. P., DadangR. J., & AmorosoV. B. (2020). Forest care, interconnectivity and maintenance of ecological resources among the Manobo-Matigsalug people of the Southern Philippines. Environmental & Socio-economic Studies, 8(3), 21–33. https://doi.org/10.2478/environ-2020-0015
7.
DaparM. L. G., AlejandroG. J. D., MeveU., & Liede-SchumannS. (2020). Quantitative ethnopharmacological documentation and molecular confirmation of medicinal plants used by the Manobo tribe of Agusan del Sur, Philippines. Journal of Ethnobiology and Ethnomedicine, 16(1). https://doi.org/10.1186/s13002-020-00363-7
8.
GasconM. G. (2011). Traditional ecological knowledge system of the Matigsalug Tribe in mitigating the effects of dengue and malaria outbreak. Asian Journal Health (Liceo De Cagayan University), 1(1). https://doi.org/10.7828/ajoh.v1i1.161
9.
GunaraS., SutantoT. S., & CiptaF. (2019). Local knowledge system of Kampung Naga: A study to investigate the educational values of indigenous people in transmitting religious and cultural values. International Journal of Instruction, 12(3), 219–236. https://doi.org/10.29333/iji.2019.12314a
10.
HapsariH., & HardayaniH. (2023). The role of indigenous knowledge in achieving a flood resilient society in flood risk area of Musi River, case study: 3-4 Ulu Palembang, Indonesia. https://doi.org/10.4108/eai.5-10-2022.2328265
11.
ImaduddinM., & ZuhaidaA. (2019). STREAMIN model for the next generation of science education in Indonesia. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012096
12.
Komisyon ng Wikang Filipino (KWF) (n.d.). Manóbo Matigsalúg. https://kwfwikaatkultura.ph/manobo-matigsalug/
13.
LestariS., & WinarnoB. (2023). Understanding indigenous knowledge in sustainable management of NTFPs agroforestry in Indonesia: A case of Southern Sumatra. IOP Conference Series, 1133(1), 012063. https://doi.org/10.1088/1755-1315/1133/1/012063
14.
LohriC. R., DienerS., ZabaletaI., MertenatA., & ZurbrüggC. (2017). Treatment technologies for urban solid biowaste to create value products: A review with focus on low- and middle-income settings. Reviews in Environmental Science and Bio/Technology, 16(1), 81–130. https://doi.org/10.1007/s11157-017-9422-5
15.
MacusiE. S., SalesA. C., MacusiE. D., BongasH. P., CayacayM. A., OmandamJ. L., SchülerM., & VidalC. (2023). Indigenous knowledge systems and practices (IKSPs), livelihood resources and aspirations of the Matigsalog and Ata tribes. Sustainability, 15(14), 11182. https://doi.org/10.3390/su151411182
16.
MbowC., ToensmeierE., BrandtM., SkoleD., DiengM., GarrityD., & PoulterB. (2020). Agroforestry as a solution for multiple climate change. In DeryngD. (Ed.), Climate change and agriculture (pp. 339–374). Burleigh Dodds Science Publishing. https://doi.org/10.1201/9781003047704
17.
MeijaardE., SantikaT., WilsonK. A., BudihartaS., KusworoA., LawE. A., FriedmanR., HutabaratJ. A., IndrawanT. P., ShermanJ., St. JohnF. A. V., & StruebigM. J. (2021). Toward improved impact evaluation of community forest management in Indonesia. Conservation Science and Practice, 3(1), e189. https://doi.org/10.1111/csp2.189
18.
MensahJ. (2019). Sustainable development: Meaning, history, principles, pillars, and implications for human action: Literature review. Cogent Social Sciences, 5, Article 1653531. https://doi.org/10.1080/23311886.2019.1653531
19.
MioleG. (2022). Mainstreaming indigenous knowledge in higher education: The Philippines’ 2019 policy change. Journal of the Graduate School of Asia-Pacific Studies, 43, 67–83. https://www.researchgate.net/publication/359729767_Mainstreaming_indigenous_knowledge_in_higher_education_The_Philippines’_2019_policy_change/citation/download
20.
MulyoutamiE., TataH., SilvianingsihY., & NoordwijkM. (2023). Agroforests as the intersection of instrumental and relational values of nature: Gendered, culture-dependent perspectives?Current Opinion in Environmental Sustainability, 62, 101293–101293. https://doi.org/10.1016/j.cosust.2023.101293
21.
NagalC., TraveroA., & NagalM. (2024). Socio-demographic profile and resistance to change among university employees in the post-Covid era. Science International (Lahore), 36(2), 149–152. https://shorturl.at/DENeY
22.
NugrohoH. Y. S. H., SallataM. K., AlloM. D., WahyuningrumN., SupangatA. B., SetiawanO., NjurumanaG. N., IsnanW., AuliyaniD., AnsariF., HanindityasariL., & NajibN. N. (2023). Incorporating traditional knowledge into science-based sociotechnical measures in upper watershed management: Theoretical framework, existing practices and the way forward. Sustainability, 15(4), 3502. https://doi.org/10.3390/su15043502
23.
ParminP., NuangchalermP., & El IslamiR. A. Z. (2019). Exploring the indigenous knowledge of Java North Coast Community (Pantura) using the science integrated learning (SIL) model for science content development. Journal for the Education of Gifted Young Scientists, 7(1), 71–83. https://doi.org/10.17478/jegys.466460
24.
PerezP. L. (2018). Green entanglement: Nature conservation and indigenous people’s rights in Indonesia and the Philippines. The University of the Philippines Press.
25.
QuizonC., & Magpayo-BagajoF. (2021). Botanical knowledge and indigenous textiles in the Southern Mindanao highlands: Method and synthesis using ethnography and ethnobotany. South East Asia Research, 1–17. https://doi.org/10.1080/0967828x.2021.1960187
26.
RaharjoA., & SaputriE. (2021). Indigenous knowledge-based education in Sanggar Alam (Salam) Yogyakarta, Indonesia [Conference session]. The 2nd International Conference on Meaningful Education (2nd ICMEd), KnE Social Sciences (pp. 473–492). https://doi.org/10.18502/kss.v6i2.10010
27.
RosvianiL., KusmanaC., RachmawatiE., & GunawanH. (2022). Evaluation of the implementation of mangrove thematic environmental education in Indramayu, West Java. IOP Conference Series, 1109(1), 012038. https://doi.org/10.1088/1755-1315/1109/1/012038
28.
SalvañaF. R. P., & ArnibalS. L. T. (2019). Importance of indigenous communities’ knowledge and perception in achieving biodiversity conservation: A case study from Manobo tribe of Southern Mindanao, Philippines. Asian Journal of Ethnobiology, 2(2), 84–91. https://doi.org/10.13057/asianjethnobiol/y020203
29.
SankaranS., & McIntyre-MillsJ. (2022). Energy justice in renewable energy projects: How learning about indigenous knowledge systems could inform systemic practice. Systems Research and Behavioral Science, 39(5), 962–974. https://doi.org/10.1002/sres.2899
30.
SanniG. B., EzinV., & AhanchedeA. (2022). Farmers’ knowledge, practices and use of sesame genetic resources in the production systems of Benin: Case study of agro-ecological zone IV. Heliyon, 8(12), e11870. https://doi.org/10.1016/j.heliyon.2022.e11870
31.
SariN. P. N., FuadY., & EkawatiR. (2020). Profil Berpikir Aljabar Siswa SMP Dalam Menyelesaikan Masalah Pola Bilangan. Kreano, Jurnal Matematika Kreatif-Inovatif, 11(1), 56–63. https://doi.org/10.15294/kreano.v11i1.22525
32.
SilvianingsihY. A., HairiahK., SuprayogoD., & van NoordwijkM. (2021). Kaleka agroforest in Central Kalimantan (Indonesia): Soil quality, hydrological protection of adjacent peatlands, and sustainability. Land, 10(8), 856. https://doi.org/10.3390/land10080856
33.
SinolindingH. M., PorciunculaF. L., & CorpuzO. (2012). Conservation of Ligawasan Marsh in Mindanao, Philippines, through an indigenous knowledge system: Climate change mitigation and disaster risk management (pp. 615–626). Springer EBooks. https://doi.org/10.1007/978-3-642-31110-9_40
34.
SuharjoB., SuharyoO. S., & BandonoA. (2019). Failure mode effect and criticality, analysis (FMECA) for determination time interval replacement of critical components in warships radar. Journal of Theoretical and Applied Information Technology, 97(10), 2861–2870.
35.
SyJ. M. C. (2022). Till the land, defend the land: Reflections on the critical place-based pedagogy of the Alternative Learning Center for Agricultural and Livelihood Development, Surigao del Sur. AlterNative: An International Journal of Indigenous Peoples. https://doi.org/10.1177/11771801221115925
36.
TraveroA., NagalC. J., HerdaR. K. (2025). Study habits, mathematics performance and gender differences of agriculture students amidst the new normal. Jurnal Wahana Pendidikan, 12(1), 15–26. https://jurnal.unigal.ac.id/jwp/article/viewFile/16856/8908
37.
TriwantoJ., WaskithoN. T., FaranisY., & EichiroN. (2023). Management of agroforestry and water resources towards socio-economic conditions of the community: Case on Gubugklakah, Poncokusumo, Malang, East Java, Indonesia. E3S Web of Conferences, 432, 00016. https://doi.org/10.1051/e3sconf/202343200016
38.
UllahA., SamA. S., SathyanA. R., MahmoodN., ZebA., & KächeleH. (2021). A review of the impacts of climate change on the environment and human health in South Asia. Science of the Total Environment, 772, 145613. https://doi.org/10.1016/j.scitotenv.2021.145613
39.
ValdezA. V. (2023). Indigenous pest control: The case of Meranao farmers in Southern Philippines. Journal of Entomology and Zoology Studies, 11(4), 01–07. https://doi.org/10.22271/j.ento.2023.v11.i4a.9208
40.
ZidnyR., SjöströmJ., & EilksI. (2020). A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science & Education, 29(1), 145–185. https://doi.org/10.1007/s11191-019-00100-x
