From Local Wisdom to Digital Learning: Ethnographic Exploration of Bugis Mappacci and Its Potential in Augmented Reality Biology Education
DOI:
https://doi.org/10.56294/saludcyt20252333Keywords:
Local wisdom, Bugis culture, Mappacci ritual, Augmented Reality, biology educationAbstract
Introduction: Augmented Reality (AR) has been widely applied in science learning, its potential to integrate local wisdom into biology education remains underexplored. In the Bugis culture of South Sulawesi, the Mappacci ritual embodies values of purity, togetherness, parental respect, and readiness for a new life.
Methods: this study employed a qualitative descriptive design with an ethnographic approach. Fieldwork was conducted in Bone Regency, South Sulawesi, involving traditional leaders, community figures, and biology education students as preservice teachers. Data were collected through participatory observation, in-depth interviews, documentation, and open-ended questionnaires. Data analysis followed the Miles, Huberman, and Saldaña model, with triangulation of sources and techniques to ensure validity
Results: findings revealed that the Mappacci ritual is not merely a pre-wedding tradition but a medium of internalizing moral and social values. Symbols such as henna leaves, rice, jackfruit leaves, and candles were interpreted as cultural representations with educational relevance, particularly in plant ecology and life cycle topics. Preservice biology teachers expressed positive perceptions of integrating these values into AR-based learning, emphasizing its potential to create interactive, contextual, and culturally grounded experiences that strengthen scientific literacy and cultural identity
Conclusions: this research highlights the potential of combining ethnographic exploration and digital technology to enrich biology education. Embedding Bugis local wisdom into AR-based media provides a holistic learning model that enhances cognitive understanding while fostering cultural awareness and character development
References
1. Hardianto H, Mahanal S, Zubaidah S, Setiawan D. The effectiveness of RICOSRE-flipped classroom in improving students’ digital literacy. In 2024. p. 070025.
2. Rizov T, Djokic J, Tasevski M. Design of a board game with augmented reality. FME Transactions. 2019;47(2):253–7.
3. Sousa A, Magalhães E, Jacob J. Inducing Flow in Board Games Through Augmented Audio. Interaction Design and Architecture(s). 2023;(56):89–114.
4. Asror M, Zainiyati HS, Suryani S. The Gusjigang model for strengthening local wisdom-based character education in digital era. Journal of Education and Learning. 2024;18(4):1125–33.
5. Hidayati NA, Waluyo HJ, Winarni R. Exploring the implementation of local wisdom-based character education among indonesian higher education students. International Journal of Instruction. 2020;13(2):179–98.
6. Kiwfo K, Yeerum C, Na Ayutthaya PIN, Kesonkan K, Suteerapataranon S, Panitsupakamol P, et al. Sustainable education with local-wisdom based natural reagent for green chemical analysis with a smart device: experiences in Thailand. Sustainability (Switzerland). 2021;13(20).
7. Isumarni I, M U, Hanafi M, Anjali A, Rama Suhandra I, Hermansyah S. Investigating the Meaning and Masseges of the Mappacci Wedding Party in Buginess Tradition. La Ogi : English Language Journal. 2023 Jan 19;9(1):94–9.
8. Rijal S, Nurcaya N, Ahmad Yani, Rizal Irfandi. Exploration of Plants in the Mappacci Ritual of the Bugis Tribe in Wajo: Understanding the Ethnobotanical Wealth of Local Community Culture. Jurnal Penelitian Pendidikan IPA. 2024 Mar 30;10(3):1426–32.
9. Burgess C, Bishop M, Lowe K. Decolonising Indigenous education: the case for cultural mentoring in supporting Indigenous knowledge reproduction. Discourse. 2022;43(1):1–14.
10. Hogarth M. An analysis of education academics’ attitudes and preconceptions about Indigenous Knowledges in initial teacher education. Australian Journal of Indigenous Education. 2022;51(2).
11. Ramlan R, Iskandar D, Permana J, Husin MR. Character Values of Elementary School Education from the Perspective of Local Wisdom of Sundanese Culture. Journal of Educational and Social Research. 2023;13(3):119–29.
12. Jamaluddin A Bin, Palennari M, Faisal, Bahri A, Pratiwi AC. Empowering Scientific Attitudes in Biology Students through the SIRI Learning Model. Jurnal Penelitian Pendidikan IPA. 2024 Jun 20;10(6):3205–11.
13. Yu YL, Wu TT, Huang YM. Learning behavior in augmented reality–mediated mobile game–based learning. Library Hi Tech. 2024;42(2):530–46.
14. Stotz M, Columba L. Using augmented reality to teach subitizing with preschool students. Journal of Interactive Learning Research. 2018;29(4):545–77.
15. Ismaeel DA, Al Mulhim EN. Influence of Augmented Reality on the Achievement and Attitudes of Ambiguity Tolerant/Intolerant Students. International Education Studies. 2019;12(3):59–70.
16. Hardianto H, Hayuana W, Kusmahardhika N, Rahmatika Primandiri P, Muji Santoso A, Mahanal S, et al. Does the traditional game of Cublak Cublak Suweng teach educational values? An exploratory study. Salud, Ciencia y Tecnología. 2025 Jun 3;5:1689.
17. Samuels AJ. Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives on Fostering Equitable and Inclusive Classrooms. SRATE Journal. 2018;27(1):22–30.
18. Corkett J, Benevides T. Pre-service Teachers’ Perceptions of Technology and Multiliteracy Within the Inclusive Classroom. International Journal of Psychology and Educational Studies. 2015;2(2):35–46.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Andi Nur Veryani, Andi Asmawati Azis, Asham Bin Jamaluddin, Firdaus Daud (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
