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All Journal 12 Waiheru
Nathalia Debby Makaruku
Universitas Pattimura, Indonesia

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Cultural-religious synergy in gender-responsive education: A qualitative study of the hukurila indigenous community in maluku Feky Manuputty; Simona Christina Henderika Litaay; Afdhal; Nathalia Debby Makaruku
12 Waiheru Vol 12 No 1 (2026): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v12i1.9

Abstract

This study investigates how cultural traditions and religious values intersect with gender-responsive education to shape family well-being in indigenous Maluku communities, focusing on Hukurila village in Ambon. While gender-responsive education is central to the Sustainable Development Goals (SDG 4: Quality Education and SDG 5: Gender Equality), patriarchal norms continue to limit women’s access to education, particularly in entrepreneurship and leadership, with minimal family engagement in promoting gender equity. The research addresses how cultural-religious synergy can support inclusive education in this context. Using a qualitative descriptive approach within the sociology of education and gender studies, data were collected through in-depth interviews with youth, women, customary leaders, religious leaders, and local authorities; participatory observation; and analysis of local documents and church programs. Thematic analysis explored how communities construct gender equality through cultural and religious frameworks. Findings reveal tensions between patriarchal traditions and gender agendas. The “tiga batutungku” (government, customary, and religious leaders) act ambivalently, while local wisdom, such as badraheng, offers potential for inclusive education. Church family programs further demonstrate the capacity to shift paradigms toward equitable family well-being. The novelty lies in advancing the concept of cultural-religious synergy as a framework for gender-responsive education in indigenous contexts.
From anthropocentric to biocentric: Reforming sociology education through hidden curriculum to prepare sustainability-oriented teachers in maluku Afdhal; Feky Manuputty; Nathalia Debby Makaruku
12 Waiheru Vol 11 No 2 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

The reform of sociology education in the context of sustainability demands a paradigm shift from anthropocentric to biocentric thinking, particularly in preparing future teachers to internalise sustainability values rooted in local wisdom. This study aims to identify and analyse the role of the hidden curriculum in embedding sustainability values in prospective teachers in Maluku, within the context of sociology education. Using a qualitative case study approach, data were collected through participatory observation, in-depth interviews, document analysis, and focus group discussions (FGDs) involving the Department of Sociology at Universitas Pattimura and selected secondary schools in the Maluku region. The findings reveal that sustainability values are implicitly instilled through local cultural practices, such as Pela Gandong (social solidarity), Sasi Laut (customary marine conservation), and gotong royong (social and economic sustainability). Additionally, local historical narratives and myths contribute to students' ecological awareness. The study highlights the strategic potential of sociology education in shaping a sustainability-oriented mindset among future educators. Its novelty lies in identifying a contextual and applicable model of hidden curriculum based on local wisdom. The main recommendation is to design a more explicit curriculum that integrates sustainability values into both conceptual and practical dimensions of teaching and learning.
Co-Authors Afdhal Feky Manuputty Simona Christina Henderika Litaay