Inspired by the increasing distance of young people from their cultural roots amidst modernization, the Depati Puncak Negeri Indigenous Community established the Puncak Negeri Indigenous School (SA) as an education center for Indigenous Communities to preserve their cultural heritage through the transfer of knowledge between generations. For Indigenous Communities, nature and customary territories are their identity, not just resources. Living in harmony with nature is the way of life of Indigenous Communities, so that all systems values & knowledge; and their practices in customary areas focus on preserving and sustaining the earth.
The challenge of preserving cultural identity amidst modernization is not only faced by the Indigenous Community of Depati Puncak Negeri; it is a struggle for Indigenous Communities throughout the world. In Indonesia, for example, which has 2.161 Indigenous Communities (data from the Indigenous Peoples Alliance of the Archipelago (AMAN) as of 9 August 2022), cultural preservation efforts are often behind the pace of modernization due to urbanization, globalization, and policies that prioritize economic development over cultural heritage.
Puncak Negeri Traditional School located in Air Bersih Village, Air Hangat Barat District, Kerinci, Jambi brings a breath of fresh air to the Depati Puncak Negeri Indigenous Community. Before the traditional school was established, children and young people often spent their time unproductively. However, SA Puncak Negeri has inspired and strengthened their bonds to gather and study together. Since its establishment on December 16, 2020, a total of 85 students aged 8 to 40 years, old; young; female; male; have gathered together to study at SA Puncak Negeri. In 2024, 8 teachers will serve at SA Puncak Negeri.
The SA Puncak Negeri learning model adapts to the culture and educational needs of students. For example, classes are held at night and daytime activities are only as needed. The focus of the material, apart from basic reading and writing skills, is also on arts and culture such as history, law, traditional Kerinci literature and pencak silat. It aims to attract the interest of the younger generation in the cultural values of their ancestors. Promoting conformity is one of the principles of Traditional Schools according to the Indigenous Peoples Alliance of the Archipelago (AMAN) namely "in accordance with the identity, mindset, way of life, and knowledge system of each Indigenous Community", more complete information about traditional schools at ( https://www.aman.or.id/index.php/news/read/1232 )
Along the way, SA Puncak Negeri felt the need to develop student education materials beyond basic skills, especially non-technical skills so that students are able to face the challenges of the times. However, limited teacher capacity was felt to be an obstacle. Recognizing the importance of grassroots initiatives such as the Customary School, Nusantara Fund provided direct funding support to increase the capacity of Customary School teachers.
At the training held in March 2024, Jambi State Islamic University was the teacher. The training participants were 22 teachers from 3 traditional schools in the Kerinci area, SA Puncak Negeri, SA Depati Intan, and SA Tanah Sekudung. Traditional school teachers learn about curriculum development, module creation, and teaching strategies during training.
Three modules that mainstream Kerinci traditional content were produced in the training, namely:
- Traditional History of the formation of Depati Empat Alam Kerinci;
- Parno Engagement Traditional Literature, parno is a traditional expression (proverbs, figurative language, and sayings) that contains someone's wishes (engagement);
- Kerinci Customary Law: four dispute resolution institutions, namely if a dispute occurs within a family that is still in the same family/heart (tribe/clan), then the customary law here starts from "Namago Lapu" (kitchen institution). If there is a dispute with another person, negotiations will apply in Namago Kurung, Namago Negeri or Namago Alam.
Many studies have shown the importance of strengthening cultural identity and knowledge, especially for the younger generation, because they tend to experience fewer social and emotional problems than those who do not have a strong cultural identity and knowledge.
In the training, traditional school teachers also received provisions on active learning through various Scientific Learning strategies. The goal is for them to be able to develop learning strategies that are not only appropriate to local situations and conditions, but also student-centered. Scientific learning uses scientific principles and the learning process is designed so that students are actively able to construct concepts, laws, or principles through five main learning experiences, namely by: observing; asking; collecting information; associating; and communicating.
The scientific approach is considered capable of encouraging Traditional School students to think critically, creatively and scientifically, as well as developing non-technical skills such as communication, collaboration, problem solving, along with other interpersonal skills that will be useful in their daily lives and future so they can compete anywhere they are.
The Nusantara Fund's direct funding support is to strengthen efforts driven by grassroots communities such as the Indigenous School. Because its impact is not only for the preservation of the culture of local indigenous peoples but for the birth of future generations of successors to the protectors of the earth. Those who continue the culture, knowledge, and good practices inherited from their ancestors to live in harmony with nature; who are able to answer not only the challenges of climate change but also the challenges of the times, wherever the next generation is.