DEVELOPING A CONTEXTUAL DISTANCE LEARNING MODEL FOR BAJO CHILDREN IN SAGORI ISLAND, KABAENA

Abstract

Education is a fundamental right of every child as emphasized in the Sustainable Development Goals (SDGs), which highlight the importance of inclusive, equitable, and quality education. However, educational disparities remain among indigenous communities, including the Bajo people in Sagori Island, Kabaena, Southeast Sulawesi. Geographical isolation, limited infrastructure, and the dominance of maritime-based livelihoods restrict Bajo children’s access to formal education. This study aims to develop a contextual distance learning (DL) model tailored to the socio-cultural characteristics of the Bajo community. Employing a qualitative case study approach, data were collected through interviews, observation, and documentation. The findings indicate that a contextual DL model—utilizing printed modules, community-based audio media, and the integration of maritime local knowledge—can enhance learning motivation, the relevance of instructional materials, and the educational participation of Bajo children. These results underline the significance of culturally grounded ODL innovations as an inclusive strategy to improve educational access in remote island communities.