GEROJENE DALAM ADAT PERNIKAHAN SUKU KAILI DITINJAU DARI FIQHI MUNAKAHAT

This study specifically examines the implementation of gerojene in the custom of Kaili tribal marriage in terms of fiqh Munakahat. The problem raised was how to understand and implement gerojene according to the Kaili tribal wedding customary law. This research is based on the views of some cultural experts that tradition can be seen as an act and behavior that prevails in a society, both in the form of habits and rules that are worked on from generation to generation inherited from ancestors since time immemorial. The definition is that if it is associated with the Kaili tribe's marriage customs, namely gerojene, then what is meant is the actions and rules held in a marriage ceremony inherited from ancestors and have been held for a long time until today are still maintained and practiced in traditional wedding ceremonies the Kaili tribe in Central Sulawesi. This research data comes from secondary data in the form of theories quoted from books, research journals, fiqh munakahat, and other writings by quoting directly or indirectly. Primary data or data collected from the field of research. Primary data collection uses two types of methods. First observation. The researcher went to the research location. The location of this study was in two districts and one city. Donggala Regency, Sigi Regency and Palu City. This observation activity is to meet traditional Kaili figures. Both methods are in-depth interviews. This was intended to find out the understanding and implementation of gerojene customs in the Kaili tribe marriage through question and answer. The answers given will clarify the problem under study. Through this research, it is known that there are differences in the understanding and procedure for the implementation of gerojene in the Kaili tribal marriages of the past with the Kaili tribe today. The words gerojene were pronounced by the customary leader as the representative of the bride of the prospective wife. After that the prospective husband answered as his agreement. The end of this pledge of women and men has legitimately become husband and wife. This event must be attended by a mother father or representing men and women and witnessing traditional and family leaders.

Student Leadership Opportunities and Possibilities: A Case from Two Public Secondary Schools of District Shigar in Gilgit-Baltistan

Today, society needs students whose capacity extend beyond simple know how of doing things well to the recognition of right things to do and to the execution of tasks in a planned manner. Such student capacity necessitates the development of student leadership at the school level to be cultivated through different activities being embodied in school culture, rules, and school development plan. Importantly, the head teachers and teachers’ beliefs that students possess potentials to grow and enact their roles as leaders along with learning counts, if student leadership is to grow. To develop student leadership, the school needs to provide opportunities closest to students’ interest and level aligning academic activities with social, spiritual, and contextual needs, which call for participatory approach practices in the school. Cognizant of the fact, this study explores opportunities for students to develop their leadership skills in two public sector secondary schools in Shigar district of Gilgit-Baltistan. The study employed qualitative research method multiple-case study design and data were collected through semi-structured interviews, focused group discussion, analysis of relevant documents, and field notes. The head teacher of both schools, one teacher, and four students from each school were research participants. The findings revealed two types of opportunities: formal and informal. The formal opportunities such as head boy, class representatives, boy scouts, events planning, competitions, and membership of different committees were provided to students given space in school development plan. While, the informal opportunities such as unplanned events, social interactions, morning assembly, playground time, peer groups, and disagreement of ideas etc. are illustrated through data, which are more important to make an individual socialized, civilized, and useful citizen and also develop their leadership skills. It is important to channelize these opportunities as part of the curricular activities and align with written rules of the school, which is found lacking in both cases. There exist barriers in the development of student leadership such as socio-cultural beliefs that support teachers’ supremacy, no argumentation with teachers, and less exposure. Thus, the study recommends that students must be encouraged to work autonomously, appreciated for their work, and be involved in the decision-making, so that they can become future leaders.