This study aims to analyze the philosophical value and semantic power in interpreting Indonesian proverbs in

their relationship and relevance in children's character education. The objectives of this study are formulated as

follows; 1) to reveal the philosophical meaning contained in Indonesian proverbs, and 2) to describe the complex

vigilance against risk, and openness to knowledge. In the context of character education, the use of proverbs as

teaching materials is considered capable of internalizing noble values symbolically and contextually. Therefore,

integrating proverbs into learning not only strengthens understanding of cultural meanings and strengthens self-

identity but also enriches character-building strategies based on local wisdom.

Keywords: Proverbs, Semantics, Philosophical Values, Character Education, Local Wisdom

Proverbs are part of the oral cultural heritage, rich in moral, social, and spiritual values, which have long been

used by Indonesian society to convey advice, criticism, and life wisdom in concise and meaningful forms. In the

context of education, especially children's character education, proverbs play a crucial role as a medium for

instilling values such as honesty, responsibility, empathy, and perseverance (Yaumi et al., 2024; Sachiya et al.,

been time-tested (Kramsch, 2021; Suastra, 2019; Al-Khulaifi & Dewaele, 2020; Tahir et al., 2018). Proverbs

shape a society's collective way of thinking, teach people to perceive life through symbols and metaphors, and

build awareness of the importance of virtue in social life.

(Rahman, 2018; Weda et al., 2021). In traditional communities, proverbs are often used by parents or teachers

to educate children about the consequences of their behavior. Expressions like bagai telur di ujung tanduk teach

the importance of caution, while bagai air di daun talas criticize inconsistency. These examples demonstrate how

proverbs can be used as meaningful instruments to convey character values in contextually relevant ways.

In the realm of modern education, which often emphasizes cognitive skills and technology, cultural values

embedded in proverbs are frequently neglected. However, strong character education cannot be separated from

cultural expressions, or the influence of socio-economic context.

This article aims to explore five popular proverbs in Indonesian culture—bagai pungguk merindukan bulan,

bagai air di daun talas, seperti mencurahkan air ke daun keladi, bak telur di ujung tanduk, and seperti katak dalam

tempurung—using semantic and philosophical approaches. This analysis seeks to uncover not only the linguistic

meanings of these proverbs but also the character values and life perspectives they represent. The novelty of this

study lies in the integration of semantic analysis, philosophical reflection, and its relevance to character education

for children based on local cultural values. Furthermore, this paper situates the discussion in contemporary

educational contexts, addressing challenges such as globalization, digitalization, and shifts in cultural

appreciation. Therefore, this article contributes to both the preservation of language and culture and the

development of educational strategies that can be applied in formal, informal, and policy-level learning

meaning. Palmer (1981) emphasizes that understanding figurative or idiomatic meaning requires awareness of

cultural and social context. Therefore, a semantic analysis of proverbs involves examining both their linguistic

forms and the symbolic meanings that relate to the collective experiences of a society. This is essential so that

the meaning of a proverb is not only understood textually, but also contextually.

In pragmatic semantics, proverbs cannot be separated from the situational context and shared knowledge between

speaker and listener. As Yule (1996) points out, meaning in language is not solely dependent on linguistic forms

but also on the context of use. A proverb like seperti mencurahkan air ke daun keladi (like pouring water on a

taro leaf) can only be fully understood if the listener knows that a taro leaf symbolizes something that cannot

absorb water, which metaphorically refers to someone who is unable to accept advice. Therefore, the ability to

understand proverbs requires interpretive skills and cultural awareness, making them a powerful tool for training

existential truths through symbols and metaphors. Proverbs do not merely describe events; they also teach how

humans should respond to life. For example, the proverb bak telur di ujung tanduk conveys the philosophy of

being cautious in precarious situations, while seperti katak dalam tempurung offers a critique of limited

knowledge. In other words, proverbs reflect a life philosophy rooted in the real experiences of society.

However, a critical engagement is needed: many proverbs also contain embedded social hierarchies, gender

expectations, or class assumptions. For instance, some proverbs indirectly reinforce patriarchal values or

expectations about women’s obedience, which may not align with contemporary ideals of equality. Addressing

such limitations provides a more intersectional understanding of how proverbs shape and are shaped by social

identity. Scholars such as Hidayat (2022) and Kartikasari (2023) argue that reinterpreting proverbs in light of

gender and class perspectives enriches both their philosophical and educational value.

C. Character Education and Local Wisdom Character education is an essential part of the national education

children's character rooted in local values.

Recent research (Wibowo, 2022; Putra & Sari, 2023) emphasizes that proverb-based pedagogy should not only

highlight moral content but also engage students in critical reflection on how such sayings align—or conflict—

with modern realities. For instance, while bagai pungguk merindukan bulan teaches acceptance of limitations,

educators can also frame it as an entry point to discuss perseverance, aspiration, and constructive coping

strategies. Such integration ensures that proverbs are not preserved merely as heritage but actively reinterpreted

in the light of current educational needs.

This study employs a descriptive qualitative approach aimed at analyzing the semantic meanings and

philosophical values embedded in Indonesian proverbs, as well as their relevance to character education for

Data collection was conducted through library research, by reviewing various written sources such as proverb

dictionaries, linguistic books, previous scholarly works, and character education curriculum documents issued by

(1981) to identify denotative and connotative meanings, and Ricoeur’s hermeneutic approach (1976) to uncover

the implied philosophical values. To address potential limitations, the analysis also considered contemporary

perspectives on gender and educational relevance.

Proverbs are a unique form of linguistic expression that encapsulate cultural wisdom, moral teachings, and shared

values within a community. In the Indonesian context, proverbs serve not only as tools for communication but

The findings reveal that Indonesian proverbs hold profound semantic and philosophical dimensions that are

convey layered meanings that often go beyond their literal sense, using metaphorical expressions to embed moral

lessons and social norms. Philosophically, they encapsulate indigenous wisdom that emphasizes balance,

communal values, respect for elders, perseverance, and responsibility. These values remain pertinent to character

education in modern contexts, offering culturally rooted alternatives to imported frameworks of moral

instruction.

Additionally, the stylistic elements of proverbs—such as metaphor, parallelism, and rhythmic conciseness—

emerge as significant factors in their effectiveness. These literary features not only enhance memorability and

Moreover, the study demonstrates that the use of proverbs in education can bridge intergenerational gaps by

connecting children with the wisdom of their ancestors. In the context of globalization and digital

children learn not to be indecisive in facing life’s choices. Using proverbs as a teaching medium can be an

living inside a coconut shell, believing that the narrow space is the whole world. Contextually, it criticizes

accepted, and not all advice will be heeded. This philosophy is crucial in shaping empathy and wisdom. Children