Transcending Educational Boundaries: Integration of Local Wisdom of the Ammatoa Indigenous Community in the Social Dynamics of High Schools

  • Andi Rosmawati Universitas Islam Negeri Alauddin Makassar
  • Peter Ikpatem Abunimye University of Calabar
  • Samuel M Obuchi Moi University
Keywords: Ammatoa Customs, Integration, Learners, Local Wisdom, Social Interaction


Purpose of the study: This research aims to determine the results of integrating local wisdom values of the Ammatoa indigenous community in social interactions in state high schools.

Methodology: The research used is field research with a qualitative descriptive type. The approach used is a sociological approach. The data from this research comes from primary data and secondary data. The method uses observation, interviews and documentation, while the data collection techniques used are data reduction, data presentation and drawing conclusions.

Main Findings: Based on the research results, it shows that the process of inheriting the values of local wisdom of the Ammatoa indigenous community in state high schools is greatly influenced by the efforts of teachers to take advantage of conditions to gain the trust of students, in this case trust provides an example of attitudes towards students, so that it can become a conscious effort that aims to pass on the values of local wisdom of the Ammatoa indigenous people. The inherited values include Pammopporang, Sipakatau, Sipakainga, and Tallasa Kamase-mase.

Novelty/Originality of this study: The main breakthrough of this article lies in the interdisciplinary approach used to integrate the local wisdom of the Ammatoa Indigenous community into the social studies education curriculum.


I. Zwir et al., “Evolution of genetic networks for human creativity,” Mol. Psychiatry, vol. 27, no. 1, pp. 354–376, 2022, doi: 10.1038/s41380-021-01097-y.

B. S. Eko and H. Putranto, “The Role of Intercultural Competence and Local Wisdom in Building Intercultural and Inter-religious Tolerance,” J. Intercult. Commun. Res., vol. 48, no. 4, pp. 341–369, 2019, doi: 10.1080/17475759.2019.1639535.

B. S. Eko and H. Putranto, “Face Negotiation Strategy Based on Local Wisdom and Intercultural Competence to Promote Inter-ethnic Conflict Resolution: Case Study of Balinuraga, Lampung,” J. Intercult. Commun. Res., vol. 50, no. 5, pp. 506–540, 2021, doi: 10.1080/17475759.2021.1898450.

J. A. Cervantes, S. López, L. F. Rodríguez, S. Cervantes, F. Cervantes, and F. Ramos, Artificial Moral Agents: A Survey of the Current Status, vol. 26, no. 2. Springer Netherlands, 2020.

Astalini, Darmaji, D. A. Kurniawan, F. P. Sinaga, M. Z. Azzahra, and E. Triani, “Identification the 2013 Curriculum Teacher ’ s Book to Determine the Character Values of Class X Students on Circular Motion Material,” J. Pendidik. Sains Indones., vol. 11, no. 3, pp. 545–558, 2023, doi:

H. H. Martono, “Teaching journalism ethics: Constructing model for teaching journalism ethics on the basis of local wisdom to create peace journalism,” Cogent Arts Humanit., vol. 4, no. 1, pp. 1–15, 2017, doi: 10.1080/23311983.2017.1334982.

M. H. Nguyen, V. P. La, T. T. Le, and Q. H. Vuong, “Introduction to Bayesian Mindsponge Framework analytics: An innovative method for social and psychological research,” MethodsX, vol. 9, p. 101808, 2022, doi: 10.1016/j.mex.2022.101808.

J. McFadden, “Integrating information in the brain’s EM field: The cemi field theory of consciousness,” Neurosci. Conscious., vol. 2020, no. 1, pp. 1–13, 2020, doi: 10.1093/NC/NIAA016.

Q. H. Vuong et al., “Covid-19 vaccines production and societal immunization under the serendipity-mindsponge-3D knowledge management theory and conceptual framework,” Humanit. Soc. Sci. Commun., vol. 9, no. 1, pp. 1–12, 2022, doi: 10.1057/s41599-022-01034-6.

H. Kopnina, “Education for the future? Critical evaluation of education for sustainable development goals,” J. Environ. Educ., vol. 51, no. 4, pp. 280–291, 2020, doi: 10.1080/00958964.2019.1710444.

J. C. A. Sandoval-Rivera, “Environmental education and indigenous knowledge: Towards the connection of local wisdom with international agendas in the framework of the Sustainable Development Goals (SDGs),” Diaspora, Indig. Minor. Educ., vol. 14, no. 1, pp. 14–24, 2020, doi: 10.1080/15595692.2019.1652588.

R. Nishant, M. Kennedy, and J. Corbett, “Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda,” Int. J. Inf. Manage., vol. 53, no. March, p. 102104, 2020, doi: 10.1016/j.ijinfomgt.2020.102104.

L. M. Kipper et al., “Scientific mapping to identify competencies required by industry 4.0,” Technol. Soc., vol. 64, no. October 2020, 2021, doi: 10.1016/j.techsoc.2020.101454.

M. T. Fuertes-Camacho, C. Dulsat-Ortiz, and I. Álvarez-Cánovas, “Reflective practice in times of COVID‐19: A tool to improve education for sustainable development in pre‐service teacher training,” Sustain., vol. 13, no. 11, 2021, doi: 10.3390/su13116261.

M. Oberländer, A. Beinicke, and T. Bipp, “Digital competencies: A review of the literature and applications in the workplace,” Comput. Educ., vol. 146, p. 103752, 2020, doi: 10.1016/j.compedu.2019.103752.

M. J. Vansteensel, G. Kristo, E. J. Aarnoutse, and N. F. Ramsey, “The brain-computer interface researcher’s questionnaire: from research to application,” Brain-Computer Interfaces, vol. 4, no. 4, pp. 236–247, 2017, doi: 10.1080/2326263X.2017.1366237.

T. Wulandari, M. Amin, S. Zubaidah, and M. IAM, “Students’ Critical Thinking Improvement Through PDEODE and STAD Combination in The Nutrition and Health Lecture,” Int. J. Eval. Res. Educ., vol. 6, no. 2, p. 110, 2017, doi: 10.11591/ijere.v6i2.7589.

J. Vartiainen and K. Kumpulainen, “Playing with science: manifestation of scientific play in early science inquiry,” Eur. Early Child. Educ. Res. J., vol. 28, no. 4, pp. 490–503, 2020, doi: 10.1080/1350293X.2020.1783924.

D. de Scally and B. Doberstein, “Local knowledge in climate change adaptation in the Cook Islands,” Clim. Dev., vol. 14, no. 4, pp. 360–373, 2022, doi: 10.1080/17565529.2021.1927658.

C. D. Stylinski, K. Peterman, T. Phillips, J. Linhart, and R. Becker-Klein, “Assessing science inquiry skills of citizen science volunteers: a snapshot of the field,” Int. J. Sci. Educ. Part B Commun. Public Engagem., vol. 10, no. 1, pp. 77–92, 2020, doi: 10.1080/21548455.2020.1719288.

A. Stender, M. Schwichow, C. Zimmerman, and H. Härtig, “Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry,” Int. J. Sci. Educ., vol. 40, no. 15, pp. 1812–1831, 2018, doi: 10.1080/09500693.2018.1504346.

K. Sadeghi and F. Ghaderi, “Pre-task planning and explicit instruction: Effects on CALF in an oral jigsaw task and gains in linguistic knowledge,” South. African Linguist. Appl. Lang. Stud., vol. 36, no. 4, pp. 365–378, 2018, doi: 10.2989/16073614.2018.1548298.

F. Almeida, I. Superior, P. Gaya, A. Queirós, and D. Faria, “Strengths and Limitations of Qualitative and Quantitative Research Methods Innovation and Entrepreneurship View project Observatory of Portuguese Academic Spin-offs View project European Journal of Education Studies Strengths and Limitations of Qualitativ,” pp. 369–387, 2017, doi: 10.5281/zenodo.887089.

P. M. Kruit, R. J. Oostdam, E. van den Berg, and J. A. Schuitema, “Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education,” Res. Sci. Technol. Educ., vol. 36, no. 4, pp. 413–439, 2018, doi: 10.1080/02635143.2017.1421530.

W. L. Chang and V. Benson, “Jigsaw teaching method for collaboration on cloud platforms,” Innov. Educ. Teach. Int., vol. 00, no. 00, pp. 1–13, 2020, doi: 10.1080/14703297.2020.1792332.

O. D. Apuke, “Quantitative Research Methods : A Synopsis Approach,” Kuwait Chapter Arab. J. Bus. Manag. Rev., vol. 6, no. 11, pp. 40–47, 2017, doi: 10.12816/0040336.

P. Garg, B. Gupta, A. K. Chauhan, U. Sivarajah, S. Gupta, and S. Modgil, “Measuring the perceived benefits of implementing blockchain technology in the banking sector,” Technol. Forecast. Soc. Change, vol. 163, no. October, p. 120407, 2021, doi: 10.1016/j.techfore.2020.120407.

J. Johnes, M. Portela, and E. Thanassoulis, “Efficiency in education,” J. Oper. Res. Soc., 2017, doi: 10.1057/s41274-016-0109-z.

Chumdari, S. Anitah, Budiyono, and N. Suryani, “Implementation of Thematic Instructional Model in Elementary School,” Int. J. Educ. Res. Rev., vol. 3, no. 4, pp. 23–31, 2018, doi: 10.24331/ijere.424241.

K. D. Fellner, “Embodying Decoloniality: Indigenizing Curriculum and Pedagogy,” Am. J. Community Psychol., vol. 62, no. 3–4, pp. 283–293, 2018, doi: 10.1002/ajcp.12286.

P. B. Adnyana and D. M. Citrawathi, “The Effectiveness of Question-Based Inquiry Module in Learning Biological Knowledge and Science Process Skills,” Int. J. Environ. Sci. Educ., vol. 12, no. 8, pp. 1871–1878, 2017.

O. D. Kolawole, “Twenty reasons why local knowledge will remain relevant to development,” Dev. Pract., vol. 25, no. 8, pp. 1189–1195, 2015, doi: 10.1080/09614524.2015.1078777.

A. Addiarrahman, “Kearifan Lokal dan Aktifitas Filantropi Perantau Sulit Air Sepakat (SAS) dalam Menghadapi Revolusi Industri 4.0,” [Local Wisdom and Philanthropic Activities of Difficult Water Agencies (SAS) in Facing the Industrial Revolution 4.0], INFERENSI J. Penelit. Sos. Keagamaan, vol. 13, no. 1, pp. 177–200, 2019, doi: 10.18326/infsl3.v13i1.177-200.

A. Fuhai, “The Basis for Integrating Local Knowledge into the School Curriculum for Tibetans in Southern Gansu,” Chinese Educ. Soc., vol. 50, no. 1, pp. 12–17, 2017, doi: 10.1080/10611932.2016.1262182.

R. P. Lejano and D. Stokols, “Analytics for local knowledge: exploring a community’s experience of risk,” J. Risk Res., vol. 24, no. 7, pp. 833–852, 2021, doi: 10.1080/13669877.2018.1476902.

N. F. Istiawati, “Pendidikan Karakter Berbasis Nilai-Nilai Kearifan Lokal Adat Ammatoa Dalam Menumbuhkan Karakter Konservasi,” [Character Education Based on Ammatoa Indigenous Local Wisdom Values in Developing Conservation Character ],CENDEKIA J. Educ. Teach., vol. 10, no. 1, pp. 1–18, 2016, doi: 10.30957/cendekia.v10i1.78.

R. Rastegar and L. Ruhanen, “A safe space for local knowledge sharing in sustainable tourism: an organisational justice perspective,” J. Sustain. Tour., vol. 31, no. 4, pp. 997–1013, 2023, doi: 10.1080/09669582.2021.1929261.

A. R. Embas and J. Nas, “Analisis Sistem Pemerintahan Desa Adat Ammatoa dalam Pelestarian Lingkungan Hidup di Kecamatan Kajang, Kabupaten Bulukumba,” [Analysis of the Ammatoa Traditional Village Government System in Environmental Conservation in Kajang District, Bulukumba Regency ], J. Ilmu Pemerintah., vol. 10, no. 1, pp. 30–37, 2017, doi:

A. Widodo, “Nilai Budaya Ritual Perang Topat Sebagai Sumber Pembelajaran IPS Berbasis Kearifan Lokal di Sekolah Dasar,” [The Cultural Value of the Topat War Ritual as a Social Sciences Learning Source Based on Local Wisdom in Elementary Schools ], GulawentahJurnal Stud. Sos., vol. 5, no. 1, pp. 1–16, 2020, doi: 10.25273/gulawentah.v5i1.6359.

A. Miranti, L. Lilik, R. Winarni, and A. Surya, “Representasi Pendidikan Karakter Berbassis Kearifan Lokal dalam Motif Batik Wahyu Ngawiyatan sebagai Muatan Pendidikan Senirupa di Sekolah Dasar,” [Representation of Character Education Based on Local Wisdom in the Wahyu Ngawiyatan Batik Motif as Content of Fine Arts Education in Elementary Schools ], J. Basicedu, vol. 5, no. 2, pp. 546–560, 2021, doi: 10.31004/basicedu.v5i2.763.

N. Lailiyah, F. Kurwidaria, F. I. W, and Sumarlam, “Analisis Wacana Kritis Monolog Dalam Talk Show Mata Najwa Edisi ‘Menanti Terawan,”[ Critical Discourse Analysis of Monologues in Mata Najwa's Talk Show Edition 'Waiting for Terawan], Efektor, vol. 8, no. 1, pp. 34–44, 2021, doi: 10.29407/e.v8i1.15481.

A. L. Abbott, “Fostering student interest development: An engagement intervention,” Middle Sch. J., vol. 48, no. 3, pp. 34–45, 2017, doi: 10.1080/00940771.2017.1297666.

D. Assyakurrohim, D. Ikhram, R. A. Sirodj, and M. W. Afgani, “Metode Studi Kasus dalam Penelitian Kualitatif,” [Case Study Method in Qualitative Research ], J. Pendidik. Sains dan Komput., vol. 3, no. 01, pp. 1–9, 2022, doi: 10.47709/jpsk.v3i01.1951.

H. D. Kriswanto, A. S. Anissa, and T. Hasdiani, “Peran Mahasiswa dalam Mengedukasi Masyarakat Pentingnya Menjaga Lingkungan dan Gaya Hidup Sehat Selama Pandemi Covid-19,” [The Role of Students in Educating the Community on the Importance of Maintaining the Environment and a Healthy Lifestyle During the Covid-19 Pandemic], J. Nonform. Educ. Community Empower., vol. 5, no. 2, pp. 179–184, 2021, doi: 10.15294/jnece.v5i2.52689.

S. Bahri, M. Ramly, A. Gani, and S. Sukmawati, “Organizational Commitment and Civil Servants Performance: The Contribution of Intelligence, Local Wisdom and Organizational Culture,” Eur. J. Bus. Manag. Res., vol. 6, no. 1, pp. 128–134, 2021, doi: 10.24018/ejbmr.2021.6.1.720.

S. Wanto et al., “Kupas Tuntas Penelitian Pengembangan Model Borg & Gall,” [Complete research on the development of the Borg & Gall model ], Wahana Dedik. J. PkM Ilmu Kependidikan, vol. 3, no. 2, pp. 46–55, 2020, doi: 10.31851/dedikasi.v3i1.5340.

T. N. Cholifah, I. N. S. Degeng, and S. Utaya, “Pengaruh Latar Belakang Tingkat Pendidikan Orangtua dan Gaya Belajar Terhadap Hasil Belajar Siswa pada Kelas IV SDN Kecamatan Sananwetan Kota Blitar,” [The Influence of Parents' Educational Level Background and Learning Style on Student Learning Outcomes in Class IV of SDN Sananwetan District, Blitar City], J. Pendidik., vol. 1, no. 3, pp. 486–491, 2016, doi:

I. Asakir and F. Mahmudah, “Kreativitas dan Inisiatif Guru dalam Pengembanggan Mutu Pembelajaran Online,” [Teacher Creativity and Initiative in Developing the Quality of Online Learning ], J. Stud. Guru dan Pembelajaran, vol. 5, no. 1, pp. 31–40, 2022, doi: 10.30605/jsgp.5.1.2022.1541.

E. S. Hadi, “Penerapan Nilai-Nilai Kearifan Lokal Dalam Budaya Masyarakat Desa Pakisrejo Tangunggunung Sebagai Sumber Pembelajaran IPS,” [Application of Local Wisdom Values in the Culture of the Pakisrejo Tangunggunung Village Community as a Social Sciences Learning Source ], INSPIRASI ; J. Ilmu-ilmu Sos., vol. 17, no. 1, pp. 254–260, 2020.

A. Faiz and B. Soleh, “Implementasi pendidikan karakter berbasis kearifan lokal,” [Implementation of character education based on local wisdom ], JINoP (Jurnal Inov. Pembelajaran), vol. 7, no. 1, pp. 68–77, 2021, doi: 10.22219/jinop.v7i1.14250.

M. F. Iskandar, D. A. Dewi, and R. S. Hayat, “Pentingnya Literasi Budaya dalam Pendidikan Anak SD: Sebuah Kajian Literatur,” [The Importance of Cultural Literacy in Elementary School Children's Education: A Literature Review ], Indo-MathEdu Intellectuals J., vol. 5, no. 1, pp. 785–794, 2024, doi:

F. Nugrahani, A. Imron, and M. Widayati, “School Literation Movement Based on Local Wisdom and its Contribution to Character Education,” Widyaparwa J. Ilm. Kebahasaan dan Kesastraan, vol. 48, no. 1, pp. 82–95, 2020.

How to Cite
A. Rosmawati, P. I. Abunimye, and S. M. Obuchi, “Transcending Educational Boundaries: Integration of Local Wisdom of the Ammatoa Indigenous Community in the Social Dynamics of High Schools”, Jo. Soc. Know. Ed, vol. 5, no. 1, pp. 1-8, Feb. 2024.