Integrating Pinisi Indigenous Knowledge into Cultural-Based Curricula: An Ethnopedagogical Framework

Ahmad Jabal 1 Indonesia , Irfan Irfan 1 Indonesia , Abd. Aziz Ahmad 1 Indonesia , Fajar Aswat 1 Indonesia , Fatwatul Ikhwan 1 Indonesia
1 Postgraduate Program, Universitas Negeri Makassar, Indonesia
Link Copied!
Published 2026-09-15
Vol. 6 No. 1 (2026) PAGES 333-346
DOI 10.51574/ijrer.v6i1.5521
Views / Downloads 0 0

Pinisi shipbuilding, executed by the Panrita Lopi craftsmen of the Bugis-Makassar people in Tanah Beru, Bulukumba, incorporates sophisticated technical engineering with rich ritual, symbolic, and orally transmitted indigenous knowledge. Although recognized as UNESCO Intangible Cultural Heritage in 2017, its pedagogical dimension within formal educational systems remains systematically under-examined. Grounded in place-based pedagogy and ethnopedagogical theory, this descriptive qualitative study investigates the pedagogical values embedded in Pinisi construction and formulates a novel Maritime Ethnopedagogy Integration Model (MEIM) for formal curricula. Data was collected via non-participant observation, semi-structured interviews with 12 purposively selected informants (including 7 master Panrita Lopi, 3 community leaders, and 2 local educators), and archival documentation. Data analysis followed Miles and Huberman’s interactive model, incorporating double triangulation for trustworthiness. Findings indicate that the Sawerigading origin narrative and sequential technical-ritual stages—from determining auspicious days (anrangang nassabari) and timber selection to keel-laying, keel-joining (Annattara), rib assembly, and launching (Annyorong Lopi)—encode critical educational values encompassing environmental stewardship, contextual geometry, cooperative labor (gotong royong), and spiritual discipline. To mitigate the intergenerational transmission gap caused by modernizing pressures and external timber sourcing, this study constructs a structural model translating indigenous maritime domains into localized ethnoscience, contextual mathematics, and character education modules. These actionable pathways provide curriculum developers with a scalable framework for place-based educational policy and cultural preservation.

Jabal, A., Irfan, I., Ahmad, A. A., Aswat, F., & Ikhwan, F. (2026). Integrating Pinisi Indigenous Knowledge into Cultural-Based Curricula: An Ethnopedagogical Framework . ETDC: Indonesian Journal of Research and Educational Review , 6(1), 333–346. https://doi.org/10.51574/ijrer.v6i1.5521
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Ahanonye, U. A., Otulaja, F., Risenga, I., & Dukhan, S. (2024). Secondary school life sciences teachers’ understanding of indigenous knowledge in relation to their views on its integration into their classroom practice. African Journal of Research in Mathematics, Science and Technology Education, 28(2), 185-195. https://doi.org/10.1080/18117295.2024.2358617
  2. Ajaps, S., & Forh Mbah, M. (2022). Towards a critical pedagogy of place for environmental conservation. Environmental Education Research, 28(4), 508-523. https://doi.org/10.1080/13504622.2022.2050889
  3. Ali, M. Y. (2022). The process of making a pinisi boat in bantobahari district, bulukumba regency, Indonesia. European Journal of Engineering and Technology Research, 7(5), 70-75. https://doi.org/10.31947/etnosia.v4i1.6422
  4. Colicol, F. L. (2024). Pragmatism as basis of the integration of Indigenous Knowledge Systems and Practices in the Philippine K-12 Indigenous Peoples Education Program: Problematizing and ways forward. Educational Philosophy and Theory, 56(10), 1021-1033. https://doi.org/10.1080/00131857.2024.2348807
  5. David, M. D., Mukhtamar, R. S., Kurnia, R., Hermanto, F., & Krisnawati, L. (2025). Shipping as a manifestation of culture: an exploration of values, traditions, and cultural practices in Indonesia. Jurnal Maritim Malahayati, 6(2), 379-389.
  6. Demmalino, E. B., Ibrahim, T., & Lumoindong, Y. (2019). PANRITA LOPI: Cultural Value and Religiosity Behind Professionalism of Making Pinisi Boats in Bulukumba. ETNOSIA: Jurnal Etnografi Indonesia, 4(1), 1-19. https://doi.org/10.24018/ejeng.2022.7.5.2837
  7. Demmallino, E. B., Lampe, M., & Ismail, A. (2026). Pa'lopian: The Mastery of Tanjung Bira Seafarers in Navigating the Nusantara with Phinisi Vessels in Indonesia. Journal of Cultural Analysis and Social Change, 440-449. https://doi.org/10.64753/jcasc.v11i1.3882
  8. Fahrudin, D., & Saputro, S. (2023). Ethnoscience in science learning research trend: a systematic literature review from 2013-2022. Jurnal Penelitian Pendidikan IPA, 9(8), 458-467. https://doi.org/10.29303/jppipa.v9i8.3813
  9. Furuto, L. H. (2015). STEM Education on a Worldwide Voyage: Curriculum to College, Career, and Community Readiness. International Journal for Mathematics Teaching & Learning, 1.
  10. Gutiérrez-Ujaque, D., & Degen, M. M. (2024). Beyond critical pedagogy of place: sensory-embodied learning through the university campus. Journal of Geography in Higher Education, 48(4), 537-556. https://doi.org/10.1080/03098265.2023.2267489
  11. Jordan, K. E. (2023). The intersection of environmental and sustainability education, and character education: An instrumental case study. British Educational Research Journal, 49(2), 288-313. https://doi.org/10.1002/berj.3843
  12. Karsgaard, C., Parlee, B., Catholique, A., & MacKay, M. (2024). The “gift” of Indigenous knowledge and critical, place-based curriculum development through ethical relationality. CurriCulum inquiry, 54(3), 208-230. https://doi.org/10.1080/03626784.2025.2456811
  13. Liebner, H. (2018). Pinisi: the art of West-Austronesian shipbuilding. Proceedings,'Ship, Navigation and People: International Symposium on Intangible Heritage along the Maritime Silk Road'; 2018-08-03/04, Seoul: National Research Institute of Maritime Cultural Heritage & ICHCAP.
  14. Manaf, A., Kartowagiran, B., & Harun, . (2020). Character and Values of Junior High School Students in the Coastal Area, Indonesia. The New Educational Review, 60, 39-48. https://doi.org/10.1002/berj.3843
  15. Muis, A. M. R. A., & Sintang, S. (2026). Bibliometric analysis on local wisdom research in Southeast Asia. Discover Global Society, 4(1), 30. https://doi.org/10.1007/s44282-026-00366-x
  16. Nurn, A. A. A. F. A., Pawara, M. U., Syadzali, A. M., Mubarak, A. A., & Mahmuddin, F. (2026). A Phinisi as a Cultural Tourism Vessel of Local Wisdom for the Connectivity Supporting in IKN and Eastern Indonesia Region. Journal of Maritime Research, 23(1), 222-232. https://doi.org/10.22429/Euc2026.JMR23.1.28
  17. Payadnya, I. P. A. A., Wulandari, I. G. A. P. A., Puspadewi, K. R., & Saelee, S. (2024). The significance of ethnomathematics learning: a cross-cultural perspectives between Indonesian and Thailand educators. Journal for Multicultural Education, 18(4), 508-522. https://doi.org/10.1108/JME-05-2024-0049
  18. Putra, Z. A. W., Muryasari, D., & Medilianasari, R. (2024). Integrating ethnopedagogy and cultural arts education: Preserving Indonesia's heritage in the globalized era. Indonesian Journal of Educational Research and Review, 7(3), 709-718. https://doi.org/10.23887/ijerr.v7i3.76244
  19. Rahmawati, D. N., & Sriyati, S. (2024). Kajian Etnobotani Tanaman Bambu dan Pemanfaatannya di Kampung Gombong Nyiru Kabupaten Bandung Barat sebagai Implementasi Etnopedagogi Materi Biologi pada Kurikulum Merdeka:(Ethnobotanical Study of Bamboo Plants and Their Utilization in Gombong Nyiru Village, West Bandung Regency as an Ethnopedagogy Implementation of Biology Materials in the Independent Curriculum). Biodik, 10(2), 64-79. https://doi.org/10.22437/biodik.v10i2.33674
  20. Ramadhani, A. (2019). Pembuatan Perahu Pinisi di Desa Ara Kabupaten Bulukumba 1970-2017.
  21. Rifa’i, M., Taufik, L. M., & Novianawati, N. (2025). The ethnoscience-based project based learning model on learning outcomes and scientific literacy. ETDC: Indonesian Journal of Research and Educational Review, 4(4), 1533-1546. https://doi.org/10.51574/ijrer.v4i4.3843
  22. Rochwulaningsih, Y., Sulistiyono, S. T., Masruroh, N. N., & Maulany, N. N. (2019). Marine policy basis of Indonesia as a maritime state: The importance of integrated economy. Marine Policy, 108, 103602. https://doi.org/10.1016/j.marpol.2019.103602
  23. Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10(10). https://doi.org/10.1016/j.heliyon.2024.e31370
  24. Selasih, N. N., & Sudarsana, I. K. (2018). Education based on ethnopedagogy in maintaining and conserving the local wisdom: A literature study. Jurnal Ilmiah Peuradeun, 6(2), 293-306.
  25. Sugiarto, E., Syarif, M. I., Mulyono, K. B., bin Othman, A. N., & Krisnawati, M. (2025). How is ethnopedagogy-based education implemented?(A case study on the heritage of batik in Indonesia). Cogent Education, 12(1), 2466245. https://doi.org/10.1080/2331186X.2025.2466245
  26. Sugiman, S., Fauzan, A., Maulyda, M. A., Johar, R., & Anwar, L. (2025). Ethnomathematics: ideofacts, sociofacts, and artefacts of mathematical context in yogyakarta. Journal of Education Culture and Society, 16(1), 451-479. https://doi.org/10.15503/jecs2025.2.451.479
  27. Sukardi, A., & Busri, H. (2024). Perubahan dan kontinuitas dalam pembuatan pinisi di kabupaten Bulukumba. Handep: Jurnal Sejarah Dan Budaya, 7(2), 191-211.
  28. Supriyadi, S., & Nurvitasari, E. (2019). Inventarisasi Sains Asli Suku Malind: Upaya Dalam Pengembangan Kurikulum Ipa Kontekstual Papua Berbasis Etnosains. Edu Sains Jurnal Pendidikan Sains & Matematika, 7(1), 10-20. https://doi.org/10.23971/eds.v7i1.1081
  29. Surtikanti, H. K., Syulasmi, A., & Ramdhani, N. (2017). Traditional knowledge of local wisdom of Ammatoa Kajang Tribe (South Sulawesi) about environmental conservation. Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012122). IOP Publishing. https://doi.org/10.1088/1742-6596/895/1/012122
  30. Syafruddin, S., Dewi, S., & Mulya, R. A. S. (2024). Maritime Cultural Events in South Sulawesi an Analytical Review of Implementation and Its Impact. Journal of Management and Administration Provision, 4(2), 248-261. https://doi.org/10.55885/jmap.v4i2.373
  31. Syvertsen, A. K., Scales, P. C., Wu, C. Y., & Sullivan, T. K. (2024). Promoting character through developmental experiences in conservation service youth programs. The Journal of Positive Psychology, 19(5), 834-848. https://doi.org/10.1080/17439760.2023.2218331
  32. Ubertazzi, B. (2022). Intangible cultural heritage. Intangible Cultural Heritage, Sustainable Development and Intellectual Property: International and European Perspectives (pp. 11-65). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-08104-0_2
  33. Wahyuni, W., & Sadik, I. (2022). Ritual Dalam Proses Pembuatan Perahu Pinisi. Sosioreligius: Jurnal Ilmiah Sosiologi Agama, 7(2), 50-66. https://doi.org/10.24252/sosioreligius.v7i2.33758
  34. Wildaniati, Y., Sa’dijah, C., Subanji, Sari Rufiana, I., & Gestiardi, R. (2026). Ethnomathematics-based project learning for developing critical thinking and creativity: a systematic literature review. Diaspora, Indigenous, and Minority Education, 1-15. https://doi.org/10.1080/15595692.2026.2691025
  35. Yemini, M., Engel, L., & Ben Simon, A. (2025). Place-based education–a systematic review of literature. Educational Review, 77(2), 640-660. https://doi.org/10.1080/00131911.2023.2177260

Copyright (c) 2026 Ahmad Jabal, Irfan Irfan, Abd. Aziz Ahmad, Fajar Aswat, Fatwatul Ikhwan

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 2 3 4 5 6 7 8 9 10 11 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Cultural-Based Education Ethnopedagogy Indigenous Knowledge Maritime Curriculum Integration Pinisi Shipbuilding