Integrating Dayak Local Wisdom Values into Christian Religious Education as a Model for Contextual Learning

Perminas Duatan; Yanet Rannu; Marson Apui

doi:10.59141/jiss.v7i5.2347

Authors

Perminas Duatan Sekolah Tinggi Teologi Tenggarong
Yanet Rannu Sekolah Tinggi Teologi Tenggarong
Marson Apui Sekolah Tinggi Teologi Tenggarong

DOI:

https://doi.org/10.59141/jiss.v7i5.2347

Keywords:

Dayak Local Wisdom, Christian Religious Education, Contextual Learning, Character Education, Contextual Theology

Abstract

This study examines the integration of Dayak local wisdom values into Christian Religious Education as a contextual learning model. The study is motivated by the need for Christian education that is capable of responding to globalization and digital transformation while remaining rooted in local cultural identity. This research uses a qualitative descriptive method with a literature study approach by examining various books, scientific journals, and academic articles related to Dayak culture, contextual learning, and Christian Religious Education. The results show that Dayak local wisdom contains educational values such as mutual cooperation, solidarity, respect for nature, communal life, responsibility, and spirituality that are relevant to the principles of Christian Religious Education. These values can be integrated into contextual learning through teaching materials, character education, learning strategies, and reflective learning experiences based on students’ cultural backgrounds. The integration of Dayak local wisdom into Christian Religious Education not only creates meaningful and contextual learning but also contributes to character formation, strengthening cultural identity, and fostering ecological awareness among students. Therefore, Dayak local wisdom has significant potential to be developed as a contextual learning model in Christian Religious Education.

References

Antang, S. M. (2021). The study of Christian education related to “Isen Mulang” local wisdom of Dayak Ngaju. Indonesian Christian University. https://doi.org/10.4108/eai.11-10-2021.2319615

Anggraini, G. (2016). Internalization of character education values of the Ngaju Dayak indigenous community. At-Turats, 10(2), 91–102. https://doi.org/10.24260/at-turats.v10i2.667

Asif, T., Guangming, O., Haider, M. A., Colomer, J., Kayani, S., & Amin, N. ul. (2020). Moral education for sustainable development: Comparison of university teachers’ perceptions in China and Pakistan. Sustainability, 12(7), Article 3014. https://doi.org/10.3390/su12073014

Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Hutapea, R. H. (2025). Assessment authentic Christian religious education based on local wisdom. Dunamis: Jurnal Teologi dan Pendidikan Kristiani. https://sttintheos.ac.id/e-journal/index.php/dunamis/article/view/1725

Kolibu, D. R., & Stepanus, S. (2025). Evaluating the effectiveness of contextual and problem-based learning approaches in the pedagogical practice of Christian religious education. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 17(1), 655–668.

Lestari, R. A. (2025). Christian religious education on the local culture of the Tiwah ceremony in Central Kalimantan in line with Christian teachings. Harati: Journal of Christian Education. https://ejournal.iaknpky.ac.id/index.php/harati/article/view/738

Manara, R., & Weber, M. (2023). Cultural identity in the digital age: Navigating globalization in local communities. Journal of Humanities and Social Sciences (JHASS), 5(3), 114–120.

Mary, E., & Udau, S. (2025). Christian education perspective of Senguyun tradition in Dayak Kenyah Bakung tribe. Didache: Journal of Christian Education, 6(1), 64–79. https://doi.org/10.46445/djce.v6i1.975

Rafiq, S., Iqbal, A., Rehman, S. U., Waqas, M., Naveed, M. A., & Khan, S. A. (2021). Everyday life information seeking patterns of resident female university students in Pakistan. Sustainability, 13(7), Article 3884. https://doi.org/10.3390/su13073884

Saleem, M., Larik, A. R., & Bukhari, S. G. A. S. (2023). Loopholes in developing English communicative competence: A comparative case study of Pakistan and China. Research in Comparative and International Education, 18(3), 373–394.

Sanjaya, W. (2016). Learning strategies oriented educational process standards. Kencana.

Sidjabat, B. S. (2017). Teaching in a way professional: Realizing the vision of professional teachers. Kalam Hidup Foundation.

Situmorang, S. (2025). The influence of the contextual teaching and learning (CTL) model on learning motivation in Christian religious education and character development. International Transformative Education and Humanities Journal, 1(1), 60–67.

Sugiyono. (2023). Metode penelitian kualitatif. Alfabeta.

Suri, D., & Chandra, D. (2021). Teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education. Journal of Ethnic and Cultural Studies, 8(4), 271–285.

Syukri, M., & Sulhiawati, E. (2026). A contextual approach in Islamic religious education learning. Indonesian Journal of Education and Science, 2(1), 37–53.

Telaumbanua, A. (2019). Contextual Christian religious education for multicultural societies. Sundermann: Jurnal Ilmiah Teologi, Pendidikan, Sains, Humaniora, dan Kebudayaan, 12(2). https://doi.org/10.36588/sundermann.v12i2.24

Tanuwidjaja, S., & Udau, S. (2020). Christian faith and culture. Jurnal Teologi Kontekstual Indonesia, 1(1), 1–14. https://doi.org/10.46445/jtki.v1i1.299

Tulung, J. M., Wuwung, O. C., Zaluchu, S. E., & Zaluchu, F. R. B. (2024). Deuteronomy and contextual teaching and learning in Christian-Jewish religious education. HTS Teologiese Studies/Theological Studies, 80(1), Article 9312.

Udoinwang, D., & Akpan, I. J. (2023). Digital transformation, social media revolution, and e-society advances in Africa: Are indigenous cultural identities in danger of extinction?