Indigenous Wisdom as an Educational Resource
As schools around the world face growing concerns about declining empathy, social fragmentation, and the effects of globalization on cultural identity, educators are searching for ways to make character education more meaningful. In Indonesia, where cultural diversity is central to national identity, local wisdom traditions are increasingly recognized as valuable educational tools.
The Dayak Kebahan people, who live primarily in the Kayan Hulu District of Sintang Regency, have long practiced communal values that regulate relationships among people, land, and natural resources. According to the study, these traditions are not simply social customs—they are living moral systems that guide children in learning empathy, cooperation, fairness, and accountability through daily community life.
By bringing these values into educational discussions, the study contributes to a broader movement that seeks to integrate indigenous knowledge into formal education. Instead of relying solely on abstract moral lessons in classrooms, the Dayak Kebahan approach teaches children values through direct participation in communal practices.
How the Research Was Conducted
The researchers used a qualitative-philosophical approach with ethnographic methods to understand how Dayak Kebahan traditions shape children’s character. They conducted interviews with elders, parents, teachers, and community leaders across ten villages in the Kayan Hulu District, including Tanjung Bunga, Kebarau, and Nanga Masau.
In addition to interviews, the researchers observed rituals and community practices and analyzed oral traditions and cultural records. They then interpreted these findings using a hermeneutic-philosophical model, identifying the ethical values embedded in the three key traditions and linking them to children’s moral development.
This approach allowed the researchers to show not only what the traditions are but how they function as practical systems of moral education.
Three Cultural Values That Build Character
The study centers on three Dayak Kebahan principles that collectively form a moral framework for raising children.
1. Babas Sama Nobas: Shared Work and Fairness
Babas Sama Nobas refers to the communal practice of sharing farmland and working together to prepare land for cultivation. In this system, each household receives equal access to farmland, and the labor of preparing it is carried out collectively.
This practice teaches children that resources should be distributed fairly and that community welfare depends on cooperation. By witnessing adults divide land equally and work side by side, children internalize values of justice, responsibility, and empathy.
As the researchers explain, “Babas Sama Nobas instills empathy and cooperation by embedding fairness into everyday communal work.”
2. Lubok Sama Nyaok: Shared Resources and Responsibility
The second principle, Lubok Sama Nyaok, governs access to communal water and fishing resources. Rivers and lakes are treated as shared resources, meaning every member of the community has equal rights to benefit from them.
Children who observe this practice learn that natural resources belong to the community and must be managed responsibly. This encourages fairness, trust, and environmental stewardship. The study found that the principle helps young people understand the importance of balancing individual needs with collective sustainability.
This value is especially relevant in today’s environmental context, where sustainability education is becoming increasingly important.
3. Buah Sama Ngelayah: Sharing Abundance
The third principle, Buah Sama Ngelayah, is based on communal fruit gardens where harvests are shared openly. Rather than viewing resources as private property, the community emphasizes generosity and shared enjoyment.
According to the researchers, this practice teaches children gratitude, kindness, and social care. Participating in communal harvests helps young people develop empathy while reinforcing the idea that prosperity should benefit everyone.
Together, these three values create a practical moral education system rooted in everyday life rather than formal instruction.
Why the Findings Matter
The study’s implications extend beyond the Dayak Kebahan community. It offers educators and policymakers a culturally grounded model for character education that aligns with Indonesia’s broader educational goals.
By integrating local wisdom into school curricula, teachers can make moral education more relevant to children’s lived experiences. Instead of teaching abstract concepts like fairness or responsibility in isolation, schools can use local traditions to demonstrate how these values operate in real life.
The researchers argue that this approach not only strengthens children’s moral development but also protects indigenous culture from being eroded by modernization. In multicultural societies, preserving local wisdom while improving education can support both cultural sustainability and social cohesion.
This is particularly important in regions where indigenous traditions remain central to community life but are often absent from formal educational systems.
A Lesson for Modern Education
The findings suggest that indigenous communities may hold some of the most practical solutions for modern educational challenges. At a time when schools worldwide are trying to improve social responsibility and moral awareness among students, the Dayak Kebahan model demonstrates that character education can be more effective when it grows out of community values.
“Dayak Kebahan philosophy offers an authentic and meaningful framework for cultivating children’s character,” the authors note, emphasizing that local wisdom can enrich education while safeguarding cultural identity.
This insight may inspire other regions to examine how their own cultural traditions can support education in ways that are both locally meaningful and globally relevant.
Author Profiles
Yuliono Evendi is a researcher at Sekolah Tinggi Teologi Khatulistiwa Sintang whose work focuses on philosophy, indigenous wisdom, and character education.
Agustina Ace Wagena is an academic at Sekolah Tinggi Teologi Khatulistiwa Sintang specializing in education and cultural studies, with a focus on integrating local values into learning systems.
Source
Article Title: Character Education of Children Based on Dayak Kebahan Local Wisdom in Sintang: Philosophical Analysis of Babas Sama Nobas, Lubok Sama Nyaok, Buah Sama Ngelayah
Journal: International Journal of Sustainable Applied Sciences
Publication Year: 2026
DOI: https://doi.org/10.59890/ijsas.v4i3.379
URL: https://dmimultitechpublisher.my.id/index.php/ijsas
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