Inculcating Siri’ Na Pacce Value in Primary School Learning

Siri' na pacce is the local wisdom of the Bugis-Makassar tribe. Siri' embodies the unification of the attitude of shame and self-esteem, while pacce embodies an attitude of compassion and solidarity. This research aims at describing teachers’ perceptions about the inculcation of siri’ na pacce value in primary school learning and teaching practices. This research involved 102 primary school teachers in Makassar, Indonesia. The research instruments were questionnaires, interview guidelines, and recorded observations of learning. The majority of participants believed the value of siri' na pacce is still relevant to current conditions and realized their essential role in conveying it to students. Most participants thought that the value of siri' na pacce needs to be integrated into learning, although there were participants who thought it is difficult to do. More than 50% of participants stated that they always or often conveyed siri’ na pacce value to students both inside and outside the classroom. However, less than 50% of participants regularly or frequently consider how to integrate these values into learning. The activities of integrating siri' na pacce value conducted by the teacher in learning were not well planned yet.

RPJMN IV emphasized education as an essential pillar of the nation in developing culture and character. Teachers are expected to present a school environment and learning culture that can foster students' habits to behave well (Kementerian PPN/Bappenas, 2019). Likewise, teachers should bring the students closer to the regional cultural roots. An understanding of local wisdom can create pride in national heritage (Hajar & Ezir, 2018). This pride will be pursed to an increased sense of nationalism. Educational efforts in the school environment must undoubtedly work together with education in the family and the social system.
Siri' na pacce as the local wisdom of the Bugis-Makassar tribe is a central point in maintaining self-esteem, so someone is still considered tau (human). Siri' embodies the unification of the attitude of shame and self-esteem, while pacce embodies an attitude of compassion and solidarity (Mattulada in Marzuki, 1995). Various expressions in both the Bugis and Makassar languages emphasize siri' as a sign that someone can be called a human being. These expressions include sirik tadji nakitau (only because of having siri' then one can be called a human), sirik emitu tariaseng tau, nereko dei sirikta, tania nik tau, rupagaumi a senna (only by siri' we are called humans, if we do not have siri' then it is no longer human but only a scarecrow), naia dee sirikna, de lainna olo olok (if someone does not have siri', then he is no different from animals), siri' mi na to tau, manekko de'ni sirie tau-tau mani/ olo' olo' ni asengna (only because of siri', a person can be called a human, if humans do not have siri', then he is only a person/called an animal) (Moein, A., 1994;Nurnaningsih, 2015). According to Salam (1998), siri' serves as a guide and impetus that contains noble values, self-esteem, social solidarity, and responsibility in the life of the Bugis-Makassar tribe. Marzuki (1995) argued that someone who maintains siri' in himself will hold on to the five akkatenningeng, namely tongeng (truthful), lempuk (straight, honest), getteng (firm on true belief), sipakatau (mutual respect for fellow human beings), mappesona ri dewata seuae (surrender to God Almighty).
The noble values of siri' na pacce need to be preserved and inherited to the younger generation, especially in South Sulawesi, and introduced as part of Indonesia's cultural wealth. The implementation of siri' na pacce value in learning in schools can be an effort to preserve and inherit. The habit of applying siri' na pacce value can support students to become individuals who are brave, hard-working, honest, tenacious, highly competitive, loyal, careful in facing problems, consistent, independent in life, and trusting in God in making every effort (Kilawati, 2019).
Previous research revealed the integration of local culture in learning (Saliman, 2007;Suastra, 2010;Tandililing, 2013;Baka, Laksana, & Dhiu, 2018;Ilhami, Riandi, & Sriyati, 2019). Suastra (2010) analyzed the needs of junior high school students, which was used as a basis in designing Balinese culture-based science learning models. Saliman (2007) sought to apply Mimbar Sekolah Dasar, Volume 7 Number 1 April 2020 culture-based learning in order to improve student motivation and learning achievement, especially in Office Administration Learning Planning courses. Ilhami, Riandi, & Sriyati (2019) integrated the local wisdom of Larangan Fish from the Province of West Sumatra in science learning to improve the environmental literacy of junior high school students. Tandililing (2013) developed mathematics learning based on local culture in West Kalimantan (ethnomathematics) in primary schools. Baka, Laksana, & Dhiu (2018) examined the integration of the local culture of Ngada (East Nusa Tenggara) in thematic material in primary schools.
This research aims at describing teachers' perceptions about the inculcation of siri' na pacce value in learning in primary schools and the learning practices that teachers have done so far. The results of the research can be taken into consideration for developing a series of learning models based on siri' na pacce in primary schools.

METHOD
This research was conducted in the second semester of the 2018/2019 Academic Year. The data was presented based on the following events in the field. The data was collected in the form of words or sentences obtained from the results of questionnaires, interviews, and classroom observations. Based on those characteristics, this research employed descriptiveexplorative qualitative research (Creswell, 2012).

Participants
The participants of this research were public primary school teachers in Panakkukang District, Makassar, Indonesia. The questionnaire was distributed to 102 classroom teachers from 13 schools. Among the participants, five were selected purposefully to undergo interviews and classroom observations.

Instruments
This research used two types of questionnaires, namely The Perception of Inculcation of Siri' Na Pacce Value Questionnaire and The Inculcation of Siri' Na Pacce Value Questionnaire.
The Perception of Inculcation of Siri' Na Pacce Value Questionnaire was used to trace the teachers' perceptions about siri' na pacce value, especially in learning. The Inculcation of Siri' Na Pacce Value Questionnaire was used to explore the learning practices of the teachers by integrating siri' na pacce value. Interview guidelines became a reference for the researchers to explore more in-depth information related to teacher learning perceptions and practices. The researcher also used an audio-visual recording tool that was used during interviews and classroom observations.

Data Analysis
The data were analyzed in four stages, namely (a) preparing and organizing data, (b) exploring data, (c) presenting findings, and (d) validating the accuracy of findings. The findings were validated using the triangulation. The results obtained from questionnaires, interviews, and observations were compared to corroborating evidence (Creswell, 2012).

Teachers' Perceptions Regarding the Inculcation of Siri' Na Pacce Value
The result of the Perception of Inculcation of Siri' Na Pacce Value Questionnaire is presented in Table 1 below. Asr : Siri' or shame and pacce or compassion are at the heart of the culture of the Bugis-Makassar society. Someone will feel ashamed of God, ashamed of others, ashamed of oneself for committing an offense or doing something that is not good. The value is essential and appropriate to be applied in the current conditions.
There were 83 teachers (81.38%) who thought that the value of siri' na pacce needs to be included in the lesson plan. Six teachers were still doubtful whether or not the value should be included in the lesson plan, while 13 people thought that it does not need to be included in it.
The majority of teachers believed that knowledge of siri' na pacce could be inserted at the beginning or end of learning. Meanwhile, one teacher was hesitant and two people were not sure that knowledge can be added at the beginning or end of learning. In addition, there were 77.45% of teachers who thought that inculcation of siri' na pacce value was not difficult to practice in classroom learning. 10.78% of teachers were still doubtful about its practice, while the remaining 11.76% thought that it is difficult.
Despite the fact, there were still teachers who found difficulties to practice inculcating siri' na pacce values in classroom learning, but the majority of them thought that it needs to be done. There were only three people who doubted and one person who did not agree integrated the inculcation of siri' na pacce value in learning. The following are the opinions of Asr, Ria, and Len when interviewed regarding the integration of siri' na pacce value in learning.
Asr : The value of siri' na pacce needs to be integrated into learning, so children know their distinctive culture and recognize their identity as a Bugis-Makassar tribe. The value of siri' na pacce is encouraging and a pattern of behavior in student life, namely lambusuk (honest), getteng (firm stand), sipakatau (not discriminating), arewang (brave), sipakalebbiri (mutual respect), and sipakainge (mutual reminding).
Ria : The value of siri' na pacce can be integrated into learning as long as it is in line with the syllabus that has been set. The value of siri' na pacce encourages students to be embarrassed if they are not honest, brave, tell the truth, help each other, nor take responsibility.
Len : The value of siri' na pacce can be related to teaching material. I have not included the value in my lesson plan, but when teaching occasionally, I remind students about it.
The teachers were aware of their role in conveying the value of siri' na pacce to students.
There were only two people who doubt their position and one person who disagreed. The teachers also realized that the inculcation of siri' na pacce value is not enough to do in the family environment. The schools and community environments also have a responsibility to instill these values in students. The following are Len's and Rul's statements regarding this matter.
Len : The family who is introduced first the value of siri' na pacce, but it is important to be cultivated in school, both in the classroom and outside the classroom. It can influence students positively.
Rul: The teachers play the role of conveying the value of siri' na pacce to students. The teachers need to get students used to apply the value of siri' na pacce. For example, when a student is sick, and his friends visit him, I said they have pacce (compassion).
The results of the perception of inculcation of Siri' Na Pacce value questionnaire showed that most of the teachers who participated in this research were aware of the need to instill these values in students in the school environment, including in the learning process. Although, it is still probably somewhat challenging to do. These results were reinforced by the participant statements at the time of the interview.

Learning Activities Accommodates the Inculcation of Siri' Na Pacce Value
The inculcation of Siri' Na Pacce value questionnaire was given to participants to obtain information about what they had done to instill siri' na pacce values in the school learning.
The result of the questionnaire is presented in Table 2. teachers who always or often reminded students about the value of siri' na pacce at the beginning of learning (56.86%), and 50 teachers who reminded it at the end of learning (49.02%). Whereas, there were 55 teachers who always or often associated the subject matter with the value of siri' na pacce (53.92%), and 53 teachers stated that they always or often implemented siri' na pacce value in the learning process carried out in the classroom (51.96%). Moreover, there were 60 teachers who always or often applied the value of siri' na pacce to student activities outside the classroom (58.83), and 42 teachers who always or often considered how to integrate the value of siri' na pacce in learning (41.17%).
The results of this questionnaire were supported by the results of observing the learning activities conducted by the teachers. The following descriptions outline some examples of teachers' activities to instill the value of siri' na pacce.

Activities Before Entering the Classroom
Teachers and students had agreed on the actions before entering the classroom. Every morning, the students would line up in front of the classroom, and the teacher checked students' cleanliness and neatness on nails, teeth, hair, and clothes. The teacher carried out the task of examining each student, and the students carried out their obligations to appear clean and neat. It reflected the value of sipakatau (mutual respect) included in siri'. The students feel siri'-siri' (embarrassed) for their dirty appearance. Figure 1 depicts the cleanliness and neatness checking the activity of students in Mrs. Mal's classroom.

Figure 1. The Cleanliness and Neatness Checking Activity
In the classroom, the students led by the class leader prayed before the class activity began.
They asked God to get ease and success in learning. This activity was the embodiment of mappesona ri dewata seuae (surrender to God Almighty), which was one of the five akkatenningeng owned by someone who maintains siri' in himself (Marzuki, 1995 what you always expect, the grace of God will lead to good deeds) (Mathes in Abbas, 2014). Figure 2 depicts the prayer before the class activity begins in Mr. Asr's classroom.

Teaching and Learning Activities In Classroom
During observations in Mr. Rul's classroom, the teacher occasionally revealed the value of siri' na pacce. For example, Mr. Rul reminded students to work hard, not cheat the work of friends, or disturb friends. He told students, "siri'-siri' ki (we feel ashamed) if friends can complete the task while you cannot", "siri'-siri' ki (we feel ashamed) to cheat". During group work, he reminded students to work together and help each other in completing group assignments. interpreted and explained it to other groups. This activity was a manifestation of reso (hard work). In the pappaseng (message), it was revealed: "Akbulo sibatang pakik, na mareso tamatappuk, na look sannang la ni pusakai" (Only with unity and hard work, happiness can be achieved) (Saleh, 2017). The pappaseng emphasized the importance of uniting, working together, and making serious efforts to achieve worthy goals.  Abbas, 2014). Pappaseng implies that every human being needs to help each other and to remind each other if they make a mistake. Humans should avoid badmouthing one another.
The message can be fostered or instilled to students so that they grow up in a culture of working together in completing a given task, and do not complain in the face of severe problems by always solving it together without babbling each other among friends.

Activities Outside the Classroom
The good behaviors of students need to get teachers' reinforcement. Figure 4 shows students who shared food with their friends at break time. This behavior is an example of applying pacce values. Additionally, extracurricular activities such as scouts, art studios, and dokcil (dokter kecil/little doctors) can be a means to instill the value of siri' na pacce outside the classroom.

CONCLUSION
The majority of participants in this research thought that the value of siri' na pacce needs to be integrated into learning. The teachers play an essential role in instilling this value in students. Through instilling this value, the local wisdom of the Bugis-Makassar tribe can be preserved and inherited. It can also foster the good characters of students. Some teachers have implemented siri' na pacce values in their learning activities, but these activities were spontaneous and had not been well planned. This indicates the need to develop a learning model that integrates the value of siri' na pacce in learning.