Aris Kusmiran Winandar, Simon Aponno, Rini Fonataba, Maria Rumangesan

Pendidikan Kristen Berbasis Kearifan Lokal Masyarakat Adat Suku Moi: Studi Deskriptif-Analitis

Introduction

Pendidikan kristen berbasis kearifan lokal masyarakat adat suku moi: studi deskriptif-analitis. Kaji pendidikan Kristen berbasis kearifan lokal Suku Moi di Papua. Temukan kontribusi pada karakter, identitas, spiritualitas, serta tantangan integrasi nilai iman & budaya adat.

Abstract

This study aims to examine the implementation of Christian education based on local wisdom in the indigenous people of the Moi Tribe in Southwest Papua, as well as analyze its contribution to the formation of character, cultural identity, and spirituality of the community. The approach used in this study is qualitative with a descriptive-analytical type. The results of the study show that the indigenous people of the Moi Tribe have a strong local wisdom system, one of which is through the Kambik traditional education system which functions as a medium of transmission of cultural values for generations. This system contains values such as leadership, social solidarity, respect for nature, and awareness of cultural identity. The findings of the study also show that there is an alignment between the values of local wisdom and the teachings of the Christian faith, thus allowing integration through an inculturative approach. However, the implementation of education based on local wisdom still faces challenges, such as the dominance of a formal curriculum that is less contextual, the limitation of educators who understand local culture, and the influence of modernization that causes a shift in values in the younger generation.

Review

The paper "Pendidikan Kristen Berbasis Kearifan Lokal Masyarakat Adat Suku Moi: Studi Deskriptif-Analitis" addresses a highly pertinent and timely topic concerning the integration of Christian education with indigenous local wisdom. The study's clear objective to examine the implementation and analyze the contributions of such an approach to character, cultural identity, and spirituality is commendable. Utilizing a qualitative, descriptive-analytical approach, the research effectively highlights the rich cultural heritage of the Moi Tribe in Southwest Papua, particularly through its Kambik traditional education system. This focus on an underrepresented indigenous group significantly contributes to the existing literature on contextualized Christian education and cultural preservation. The findings reveal a robust local wisdom system within the Moi Tribe, particularly the Kambik system, which serves as a vital intergenerational conduit for cultural values. The identification of specific values such as leadership, social solidarity, respect for nature, and cultural identity awareness within Kambik is a crucial insight. Furthermore, the study effectively demonstrates a compelling alignment between these indigenous values and the teachings of the Christian faith, thus establishing a strong theoretical foundation for an inculturative approach. This alignment suggests not only the feasibility but also the potential richness of such an integration in fostering holistic development within the community. The paper provides valuable empirical evidence for how traditional systems can be leveraged for contemporary educational and spiritual formation. While the study powerfully articulates the potential for integrating local wisdom into Christian education, it also candidly identifies significant implementation challenges. The dominance of non-contextual formal curricula, the scarcity of culturally informed educators, and the erosive influence of modernization on traditional values are critical barriers that require practical strategies. Future research could benefit from exploring specific pedagogical models or curriculum development frameworks that effectively bridge the gap between formal education and the Kambik system. Additionally, investigating the perspectives of various stakeholders (elders, youth, church leaders, formal educators) would provide a more nuanced understanding of these challenges and potential solutions. Addressing these practical limitations is essential for moving beyond theoretical potential towards sustainable and impactful educational reforms.

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