{"id":3601,"date":"2026-08-13T04:13:21","date_gmt":"2026-08-13T04:13:21","guid":{"rendered":"https:\/\/estungkara.id\/?p=3601"},"modified":"2026-08-13T04:13:22","modified_gmt":"2026-08-13T04:13:22","slug":"membayangkan-sekolah-adat-di-kaluppini","status":"publish","type":"post","link":"https:\/\/estungkara.id\/en\/membayangkan-sekolah-adat-di-kaluppini\/","title":{"rendered":"Imagining a Traditional School in Kaluppini"},"content":{"rendered":"

By: Sulawesi Cipta Forum (SCF)<\/strong><\/p>\n\n\n\n

"If traditional schools existed, what would they look like?"<\/em><\/p>\n\n\n\n

The questions asked by Ma'ruf, the FGD facilitator, were then answered by participants in a simple way: by drawing.<\/p>\n\n\n\n

On flipcharts, village officials, women, and youth outlined their visions of the traditional school they desire. The FGD was facilitated by the Sulawesi Cipta Forum (SCF), the Kaluppini Village Government, and the Sappulo Tallu collective, a group focused on cultural issues in Kaluppini.<\/p>\n\n\n\n

One by one, the participants then posted their drawings on flipcharts provided on the wall. The drawings depicted various forms of traditional schools.<\/p>\n\n\n\n

Some depict people gathering at Datte-Datte, one of the sites where various Kaluppini rituals are performed. Others depict weaving and express their hope that the traditional school will provide weaving training. Others depict collaboration between the cultural school, the village government, the indigenous community, and traditional leaders.<\/p>\n\n\n\n

Meanwhile, other participants envisioned traditional schools as spaces for learning to read and write and reintroducing traditional games.<\/p>\n\n\n\n

From these images, it's clear that the traditional schools the participants envisioned weren't always classrooms with desks and blackboards. For them, learning about customs could take place in spaces where the culture itself was practiced.<\/p>\n\n\n\n

However, before discussing what kind of traditional schools would be built, participants first mapped out the problems that make it increasingly difficult to learn and pass on traditional knowledge.<\/p>\n\n\n\n

Challenges Faced<\/strong><\/p>\n\n\n\n

In the next session, participants were asked to write down the challenges currently faced by the Kaluppini indigenous community, especially regarding the younger generation's access to indigenous knowledge.<\/p>\n\n\n\n

The majority of participants observed that young people's interest in learning about local customs still exists. The problem is, this interest isn't always accompanied by adequate opportunities and learning spaces.<\/p>\n\n\n\n

One of the challenges is the feeling of awkwardness and embarrassment when young people want to ask the elders or people who have knowledge about Kaluppini customs.<\/p>\n\n\n\n

Taufik, one of the participants, explained that many young people don't know what questions to ask when they begin learning about customs. At the same time, they worry that the questions they ask might be inappropriate. This uncertainty sometimes leads to the learning process not going as planned.<\/p>\n\n\n\n

Another issue concerns the changing lives of Kaluppini's youth. Ica explained that work and education require some young people to leave their villages to pursue further education or work.<\/p>\n\n\n\n

According to Taufik, this situation impacts young people's opportunities to participate in various traditional activities. Living far from their village, they can no longer participate in traditions and learn about culture as regularly as they did in Kaluppini.<\/p>\n\n\n\n

Amidst these changes, some cultural practices are also starting to become rare.<\/p>\n\n\n\n

Ms. Sutira explained that traditional games like bicco are being abandoned because children now access games more through gadgets. Saidi also noted that Ma'siallo, once a part of the Kaluppini community's agricultural practices, is now disappearing.<\/p>\n\n\n\n

The issue that emerged in the discussion ultimately went beyond whether the younger generation still had an interest in tradition. Furthermore, participants began to see a widening gap between the younger generation and the sources of cultural knowledge that were previously present in everyday life.<\/p>\n\n\n

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