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The Perennialism Approach toward the Unity of Religions Adi, Brian Trinanda Kusuma
Jurnal SUARGA: Studi Keberagamaan dan Keberagaman Vol. 2 No. 2 (2023): Religious Studies in the Contemporary Era
Publisher : Fakultas Ushuludin Adab dan Humaniora Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/suarga.v2i2.9635

The formation of a sound interreligious dialogue concept is essential if different religious believers are to coexist peacefully. Many well-known religious experts have been working very hard to establish a foundation for interreligious discussion. Some of them have made an effort to conceptualize the notions of religious unity, in which all the many religions in this multireligious world could find common ground. placed. Let's start by looking at how people now interact with religion. People who argue that all religions' teachings are relative reject the idea that every one of them conveys the absolute truth. This is one of several kinds of human attitudes toward religion. They can be categorized as "relativists." People who reject all other religions and only accept their own as absolute are in the second group. This concept might be referred to as "exclusivism." People who look for a means to accept all religions as true fall into the third type. "Universalism" is the concept in question. We now have a better understanding of how people respond to the diversity of religions in "a highly globalized world," but we must ask again: how did people learn to adopt these mindsets?

Codicological Study of Dawuhan Islamic Manuscripts as Insights into Nusantara Religious Literature Sidik Fauji; Jamaluddin, Jamaluddin; Affaf Mujahidah; Adi, Brian Trinanda Kusuma
Jurnal Lektur Keagamaan Vol 23 No 1 (2025): Jurnal Lektur Keagamaan Vol. 23 No. 1 Tahun 2025
Publisher : Center for Research and Development of Religious Literature and Heritage, Agency for Research and Development and Training, Ministry of Religious Affairs of the Republic of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31291/jlka.v23i1.1261

This article presents a codicological study of Islamic manuscripts from Dawuhan Village, Banyumas, Central Java, which houses numerous texts alongside annual ritual heirlooms. As part of broader philological and codicological research, the study focuses on reconstructing the texts and examining the physical features of the manuscripts to illuminate their historical, cultural, and intellectual significance. The analysis reveals thirteen manuscripts comprising thirty-five texts, covering a wide range of Islamic disciplines such as Qur’anic interpretation, fiqh, theology (tauḥīd), Sufism, ethics, and history. These texts are written in Arabic, Pegon (Arabic script for the Javanese language), and Javanese with Arabic interlinear translations. The study classifies the manuscripts into three main formats: Arabic texts, Arabic texts with Pegon interlinear translation, and Javanese texts in Pegon script. Decorative elements are generally minimal, though some manuscripts feature artistic renderings, such as wayang-inspired calligraphic designs of the basmalah. Most manuscripts lack explicit authorship or date, with only one colophon identifying the scribe as a student (santri), and a few mentioning the day, month, and year of creation. The poor condition of the manuscripts including damaged bindings, faded ink and missing pages, calls for urgent preservation through restoration, digitization and improved storage. The Dawuhan manuscripts offer critical insights into the integration of Islamic teachings with Javanese cultural traditions and highlight the diversity of Islamic educational practices in the region. As such, they constitute a valuable resource for religious, linguistic, and cultural studies, warranting further scholarly attention and conservation efforts.

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

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

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