Character Education of Children Based on Dayak Kebahan Local Wisdom in Sintang: Philosophical Analysis of Babas Sama Nobas, Lubok Sama Nyaok, Buah Sama Ngelayah
DOI:
https://doi.org/10.59890/ijsas.v4i3.379Keywords:
babas sama nobas, character education, dayak kebahan, local wisdom, sintangAbstract
Amidst the growing influence of globalization that often overshadows local values, the urgency of character education rooted in cultural wisdom becomes increasingly significant. This study investigates the philosophical dimensions of the Dayak Kebahan traditions in Sintang, focusing on three central principles: Babas Sama Nobas (mutual support in carrying burdens), Lubok Sama Nyaok (mutual sharing of resources), and Buah Sama Ngelayah (mutual sharing of outcomes). The primary objective is to analyze how these values can shape children’s character formation, emphasizing solidarity, justice, and moral responsibility. Utilizing a qualitative-philosophical approach that combines ethnographic understanding, literature study, and interpretive analysis, the research highlights the educational implications of these cultural teachings. The findings show that Babas Sama Nobas instills empathy and cooperation, Lubok Sama Nyaok fosters equality and inclusiveness, while Buah Sama Ngelayah reinforces fairness and accountability. When integrated, these principles provide a comprehensive framework for character education that harmonizes with Indonesia’s educational objectives while safeguarding local identity. The study concludes that incorporating Dayak Kebahan philosophy into both formal and informal education can reinforce children’s moral growth, preserve indigenous cultural values, and enrich educational practices in plural societies. This research contributes by offering a philosophical foundation for contextualizing character education through indigenous wisdom, ensuring its relevance and sustainability in multicultural regions such as Sintang.
References
Agger, B. (2013). Cultural studies as critical theory. Routledge.
Ahyar, M., & Alfitri, R. (2020). Dayak Kebahan philosophy and education. Sintang: Local Press.
Arifin, Z. (2020). Local wisdom and cultural preservation. Bandung: Remaja Rosdakarya.
Aristoteles. (1999). Nicomachean ethics (T. Irwin, Trans.). Hackett Publishing. (Original work published ca. 340 B.C.)
Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology & Education Quarterly, 36(1), 8–23. https://doi.org/10.1525/aeq.2005.36.1.008
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa: Indian and Northern Affairs Canada.
Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing.
Berkes, F. (2018). Sacred ecology (4th ed.). Routledge.
Cajete, G. (2000). Native science: Natural laws of interdependence. Clear Light Publishers.
Cichocka, A., Marchlewska, M., & Golec de Zavala, A. (2016). The psychology of nationalism: Implications for intergroup relations. Current Opinion in Psychology, 11, 1–5.
Clifford, G. (1973). The interpretation of cultures: Selected essays. Basic Books.
Djuweng, A. (2020). Philosophical reflections on Dayak Kebahan values. Pontianak: Universitas Tanjungpura Press.
Geertz, C. (1973). The interpretation of cultures: Selected essays. Basic Books.
Hardin, G. (1968). The tragedy of the commons. Science, 162(3859), 1243–1248.
Haverkort, B., & Rist, S. (2004). Endogenous development and biocultural diversity: The interplay of worldviews, globalization and locality. London: Intermediate Technology Publications.
Hidayat, F., & Khalika, I. (2019). Pendidikan karakter berbasis kearifan lokal di Indonesia. Jurnal Pendidikan dan Kebudayaan, 24(3), 45–60.
Hidayat, R., & Khalika, N. (2019). Local wisdom in Indonesian education. Jakarta: Pustaka Pelajar.
Ikhwan, M. (2019). Model pendidikan karakter melalui tradisi lokal. Jurnal Pendidikan Karakter, 9(2), 15–28.
Johnson, E. B. (2017). Contextual teaching and learning: What it is and why it’s here to stay. Thousand Oaks, CA: Corwin Press.
Kamba, F. (2018). Nilai-nilai sosial budaya dalam pembentukan karakter anak. Jurnal Ilmu Pendidikan, 14(1), 35–50.
Keesing, R. M. (1981). Cultural anthropology: A contemporary perspective. Holt, Rinehart and Winston.
Kemdikbud. (2013). Kurikulum 2013: Panduan pengembangan kurikulum pendidikan dasar dan menengah. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Kidd, S., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342(6156), 377–380.
Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178–181. https://doi.org/10.1111/1467-8721.00088
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam.
Lickona, T. (1996). Educating for character: How our schools can teach respect and responsibility (rev. ed.). Bantam Books.
Lickona, T. (2018). Educating for character: How our schools can teach respect and responsibility (rev. ed.). New York: Bantam Books.
Madjid, N. (2002). Islam dan kebudayaan. Jakarta: Paramadina.
Marchlewska, M., Cichocka, A., & Kossowska, M. (2019). Addicted to virtue: How moral values shape intergroup attitudes. Personality and Social Psychology Bulletin, 45(1), 99–112.
Marie, B. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing.
Miller, D. T., & Josephs, R. A. (2009). Individualism and collectivism: Implications for behavior. Journal of Personality and Social Psychology, 96(1), 12–25.
Muslich, M. (2017). Character education: Teori dan praktik di sekolah. Jakarta: Bumi Aksara.
Nucci, L. (2017). Education in the moral domain (2nd ed.). Cambridge: Cambridge University Press.
Orr, D. W. (2004). Earth in mind: On education, environment, and the human prospect (10th anniversary ed.). Island Press.
Ostrom, E. (1990). Governing the commons: The evolution of institutions for collective action. Cambridge University Press.
Piaget, J. (1965). The moral judgment of the child. New York: Free Press.
Rahman, F. (2021). Indigenous values of the Kanayatn Dayak. Pontianak: STT Pontianak Press.
Rakhmat, J. (1989). Psikologi komunikasi. Bandung: Remaja Rosdakarya.
Saputra, I. (2020). Tri Hita Karana and ethical education in Bali. Denpasar: Udayana University Press.
Siregar, E. (2015). Pendidikan karakter berbasis kearifan lokal: Relevansi nilai budaya dalam pembelajaran. Jurnal Pendidikan dan Kebudayaan, 21(3), 237–248. https://doi.org/10.24832/jpnk.v21i3.157
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples (2nd ed.). Zed Books.
Suparlan, P. (2018). Cultural contextual learning in Indonesian education. Yogyakarta: Pustaka Pelajar.
Suyatno, E., et al. (2019). Revitalizing local wisdom in national education. Jakarta: Rajawali Pers.
Tilaar, H. A. R. (2004). Multikulturalisme: Tantangan-tantangan global masa depan dalam transformasi pendidikan nasional. Jakarta: Grasindo.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wati, S. (2019). Gotong royong in character education. Jakarta: Prenadamedia Group.
White, L. (1967). Historical roots of our ecologic crisis. Science, 155(3767), 1203–1207.
Whitehead, A. N. (1967). Adventures of ideas. Free Press.
Wijaya, R., Santoso, H., & Putra, D. (2022). Integrating local wisdom into character education in Indonesia. Jakarta: Rajawali Pers.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Yuliono Evendi, Agustina Ace Wagena
This work is licensed under a Creative Commons Attribution 4.0 International License.
