The Role of Educational Institutions in Maintaining the Customary Law of The Bugis Tribe in South Sulawesi

Abstract

This study aims to comprehensively analyze and map the role of educational institutions in maintaining the customary law of the Bugis Tribe in South Sulawesi, as well as identify challenges and formulate effective strengthening models. The method used is Systematic Literature Review (SLR) with a socio-legal approach that follows the PRISMA 2020 framework, through systematic literature search on trusted academic databases such as Scopus, Google Scholar, and Emerald Insight, which are then selected and synthesized thematically. The results of the study show that the role of educational institutions is divided into three main dimensions, namely the role of curricular through the integration of local content and wisdom values in learning, the role of co-curricular through learning activities outside the classroom that involve direct interaction with traditional institutions, and extracurricular roles through traditional games and performing arts that contain character values. The customary law values integrated in education include three main pillars: siri' na pacce (self-esteem and social empathy), pangadereng (a system of values and customary norms consisting of ade', rapang, bicara, wari', and sara'), and pappaseng (ancestral messages), which have been proven to be effective in significantly increasing students' learning motivation, confidence, character understanding, and fluency in speech. This research also identifies three main challenges which are structural (lack of optimal synergy between institutions), cultural (the fading understanding of the younger generation towards cultural values), and technological (the dominance of digital media that shifts traditional moral cultivation practices), as well as finding opportunities for technological adaptation through the transformation of traditional values into digital platforms without losing their essence of meaning. This study recommends a three-pillar collaboration model that involves integrated synergy between educational institutions, customary institutions, and local governments, with strengthening strategies in the form of revitalizing the curriculum based on local wisdom in a substantive manner, strengthening the capacity of indigenous institutions through partnership programs, utilizing digital technology for documentation and dissemination of indigenous values, and strengthening cross-sector synergy in accordance with the principle of think locally act globally. This research contributes to the development of a theoretical framework on the role of education in the preservation of customary law while providing practical implications for policymakers and education practitioners in South Sulawesi in formulating adaptive, collaborative, and sustainable preservation strategies.