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Bundengan : Between Aesthetics Expressivism, Social of Reality, and Perfomance Studies Arbi, Bahtiar; Sumaryanto F, Totok; Utomo, Udi
Catharsis Vol 6 No 2 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/catharsis.v6i2.19287

Bundengan is a transformation of kowangan or tudhung, which is a kind of head cover made of bamboo blades, clumpring, and rope fibers. This kowangan used to be used by duck herders to take shelter or shelter from the rain and the sun. The purpose of this study is to analyze: (1) The form of bundengan art performances; (2) Social reality that occurs in society; And (3) The aesthetic expression of artists bundengan with the flow of expressiveness. This research uses qualitative method with data collection technique of interview, observation and document study. The data validity technique is based on the credibility criteria, using triangulation of data. Data analysis techniques used are data collection, data presentation, data reduction, and data verification. The results show bundengan can replicate gamelan sounds such as bendhe, kempul, gong, and kendang applied in the pattern of the game, accompanying Lengger dance. There are three moments of dialectics in the social reality of externalization, objectivation, and internalization. Artists bundengan embrace the flow of aesthetic expressiveness art is not as a craft, magical, representation, and entertainment. The art of bundengan maintained its authenticity, and developed and disseminated.

From Ritual to Classroom: The Transposition of Islamic and Local Culture in Early Childhood Arts Education Curriculum Arbi, Bahtiar; Jazuli, Muhammad; Wadiyo, Wadiyo; Cahyono, Agus; Adi, Brian Trinanda Kusuma
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2024.111-15

Purpose – This study explores the integration of Islamic values and Javanese cultural rituals in early childhood arts education within the Komunitas Lima Gunung in Central Java, Indonesia. It investigates how community-based rituals—such as Merti Dusun, Sungkem Tlompak, and Jaran Papat—serve as pedagogical spaces for the development of children’s aesthetic, spiritual, and socio-cognitive capacities. Addressing a gap in formal early childhood education, which often excludes local traditions and Islamic spiritual values, this study offers an alternative model rooted in cultural continuity and lived practice.Design/methods/approach – Employing a participatory ethnographic approach, the study involved in-depth interviews, direct observation, photo documentation, and ritual participation within seven community art centers. Data were interpreted using theoretical frameworks including Vygotsky’s Zone of Proximal Development (ZPD), Funds of Knowledge, and Pedagogical Content Knowledge (PCK), to understand how children learn through culturally meaningful interaction.Findings – The study reveals that children’s engagement in ritual performance enhances their spiritual literacy, narrative cognition, and sense of belonging. These processes occur through embodied participation, intergenerational storytelling, symbolic aesthetics, and moral learning embedded in Islamic-Javanese rituals. The study also shows how the absence of formal educators is compensated by the community’s collective pedagogical roles.Research implications/limitations – This study is context-specific and based on a single ethno-regional setting. It does not measure long-term developmental outcomes or compare with other regions. However, it provides qualitative depth and cultural insight into the ways informal, non-institutional education functions effectively within Islamic and indigenous contexts.Practical implications – The findings highlight the need for integrating local Islamic cultural practices into early childhood curricula. The model suggests a framework for community-based religious-cultural education that promotes identity, empathy, and critical thinking through art. Originality/value – This research offers a rare ethnographic insight into how Islamic-Javanese rituals function as aesthetic and moral education for young children. It challenges dominant models of early childhood education by proposing a culturally embedded, spiritually rooted, and community-led pedagogy.Paper type Research paper

Relevansi Konsep Pendidikan Anak Menurut Abdullah Nashih Ulwan terhadap Pendidikan Karakter Islam Modern Harahap, Khairul Abdillah; Achadi, Muh. Wasith; Arbi, Bahtiar
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4243

The purpose of this study is to examine the relevance of Abdullah Nashih Ulwan’s concept of child education in Tarbiyat al-Aulad fi al-Islam to the development of modern Islamic character education. Ulwan emphasizes the importance of balanced development encompassing faith, morality, intellect, social awareness, and physical growth as the foundation for forming a holistic Islamic personality (syakhshiyyah islamiyyah). Employing a qualitative-descriptive approach through literature analysis, this study explores Ulwan’s five educational methods: exemplary behavior, advice and guidance, habituation, supervision, and educational punishment. The findings indicate that Ulwan’s educational principles remain relevant to contemporary character education models, such as those proposed by Thomas Lickona, which integrate cognitive, emotional, and behavioral dimensions. In the digital era, Ulwan’s educational values can be implemented through the ethical use of digital media, strengthening the moral roles of teachers and parents, and designing curricula that integrate spiritual and social dimensions. This study contributes to the academic discourse on Islamic moral education and provides a theoretical foundation for future research on the application of Ulwan’s ideas in technology-based learning environments

From Ritual to Classroom: The Transposition of Islamic and Local Culture in Early Childhood Arts Education Curriculum Arbi, Bahtiar; Jazuli, Muhammad; Wadiyo, Wadiyo; Cahyono, Agus; Adi, Brian Trinanda Kusuma
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2024.111-15

Purpose – This study explores the integration of Islamic values and Javanese cultural rituals in early childhood arts education within the Komunitas Lima Gunung in Central Java, Indonesia. It investigates how community-based rituals—such as Merti Dusun, Sungkem Tlompak, and Jaran Papat—serve as pedagogical spaces for the development of children’s aesthetic, spiritual, and socio-cognitive capacities. Addressing a gap in formal early childhood education, which often excludes local traditions and Islamic spiritual values, this study offers an alternative model rooted in cultural continuity and lived practice.Design/methods/approach – Employing a participatory ethnographic approach, the study involved in-depth interviews, direct observation, photo documentation, and ritual participation within seven community art centers. Data were interpreted using theoretical frameworks including Vygotsky’s Zone of Proximal Development (ZPD), Funds of Knowledge, and Pedagogical Content Knowledge (PCK), to understand how children learn through culturally meaningful interaction.Findings – The study reveals that children’s engagement in ritual performance enhances their spiritual literacy, narrative cognition, and sense of belonging. These processes occur through embodied participation, intergenerational storytelling, symbolic aesthetics, and moral learning embedded in Islamic-Javanese rituals. The study also shows how the absence of formal educators is compensated by the community’s collective pedagogical roles.Research implications/limitations – This study is context-specific and based on a single ethno-regional setting. It does not measure long-term developmental outcomes or compare with other regions. However, it provides qualitative depth and cultural insight into the ways informal, non-institutional education functions effectively within Islamic and indigenous contexts.Practical implications – The findings highlight the need for integrating local Islamic cultural practices into early childhood curricula. The model suggests a framework for community-based religious-cultural education that promotes identity, empathy, and critical thinking through art. Originality/value – This research offers a rare ethnographic insight into how Islamic-Javanese rituals function as aesthetic and moral education for young children. It challenges dominant models of early childhood education by proposing a culturally embedded, spiritually rooted, and community-led pedagogy.Paper type Research paper

Contextual Eco-Pedagogy through Arts Education in Early Childhood: A Case Study of the Lima Gunung Community Arbi, Bahtiar; Jazuli, Muhammad; Wadiyo; Cahyono, Agus; Trinanda Kusuma Adi, Brian
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.111-15

Early childhood art education is often framed through skill acquisition, classroom activity, or measurable creative outcomes, while its role in ecological and spiritual meaning-making remains less visible. This study examines the Lima Gunung Community in Magelang, Central Java, where children encounter art through communal rehearsals, ritual processions, gamelan sessions, symbolic objects, agricultural landscapes, and intergenerational guidance. Using a qualitative ethnographic case study design, the research was conducted across four embedded art studios through prolonged field engagement between 2022 and 2025. Data were generated through participant observation, semi-structured interviews with adult key informants, informal child conversations, and documentation of artistic, ritual, and visual materials. Interpretive thematic analysis was used to examine children’s forms of participation, ecological and spiritual meaning-making, and recurring pedagogical patterns across sites. The findings show that children’s arts learning developed through graduated participation rather than formal instruction. Children watched, imitated, carried symbolic objects, joined simple performances, listened to stories, began activities with prayer, and re-enacted ritual fragments in play. These acts did not demonstrate fixed ecological literacy or complete spiritual formation; they indicated emerging meaning-making shaped by community mediation, environmental immersion, symbolic participation, and spiritual orientation. The study contributes to early childhood ecopedagogy by showing that ecological and spiritual learning may be lived through community-based artistic practice, local ritual, and everyday relations with land and water, rather than only designed as school-based environmental curriculum. It also positions local cultural communities as sources of pedagogical knowledge for rethinking arts-based, place-based, and spiritually attentive early childhood education within Global South contexts without reducing local practice to universal transferable instructional technique.

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