THE KATOBA TRADITION OF THE MUNA ETHNIC COMMUNITY FROM A SOCIAL STUDIES EDUCATION PERSPECTIVE

Abstract

Katoba is a religious and cultural tradition of the Muna ethnic community that introduces children aged seven to twelve to moral, religious, and social obligations. This study analyzes the meanings, values, preservation challenges, and pedagogical relevance of Katoba from the perspective of social studies education in the era of globalization. The study employed a qualitative ethnographic approach in Muna Regency, Southeast Sulawesi. Data were collected through participant observation, in-depth interviews, documentation, and field notes involving customary leaders, religious leaders, and community members. The data were analyzed descriptively through data reduction, thematic categorization, data presentation, conclusion drawing, and triangulation of sources and techniques. The findings show that Katoba functions as informal education that transmits religiosity, honesty, self-control, responsibility, respect for parents, cooperation, solidarity, and social concern. Its continuity is challenged by the weakening internalization of values, changing youth orientations, and intensive exposure to global and digital culture. The tradition is relevant to social studies topics concerning social interaction, norms, cultural diversity, social change, citizenship, and local wisdom. Integrating Katoba into contextual learning, cultural projects, field studies, and community collaboration can strengthen cultural identity while developing socially responsible learners.