INTEGRATING FAHOMBO INTO CONTEXTUAL LEARNING: A NEW PARADIGM FOR CULTURE-BASED CHARACTER EDUCATION IN NIAS SOCIETY

Abstract

This study examines the integration of the Fahombo (stone jumping) tradition into contextual learning as a new paradigm for culture-based character education in South Nias Society, Indonesia. Fahombo is a traditional cultural practice that embodies essential values such as courage, resilience, discipline, and social responsibility, making it highly relevant for contemporary educational development. In the context of increasing globalization, the preservation and utilization of local wisdom in education have become important strategies to strengthen students’ character and cultural identity. This study employs a qualitative literature review approach by analyzing recent scholarly works on ethnopedagogy, contextual learning, and local wisdom-based education. The findings indicate that Fahombo can be effectively utilized as a contextual learning resource that bridges students’ cultural experiences with academic content. Such integration creates more meaningful, engaging, and relevant learning experiences for students in South Nias. Moreover, Fahombo-based learning significantly contributes to character formation by fostering perseverance, cooperation, responsibility, and emotional resilience among learners. The tradition also supports interdisciplinary learning by linking cultural values with various subjects such as social studies, science, and physical education, thereby promoting holistic education. In addition, the incorporation of Fahombo into educational practices plays a vital role in preserving cultural heritage in South Nias amidst rapid modernization and globalization. The study concludes that Fahombo-based contextual learning represents an innovative and sustainable approach to strengthening culture-based character education. This paradigm effectively bridges traditional wisdom and modern pedagogical practices, offering significant implications for curriculum development, instructional design, and educational policy in culturally diverse learning environments.