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All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Majority Science Journal
Sapendi
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Secret of Marriage Fortune: Between Madura Tradition and Islamic Education in West Kalimantan Sofyan, Anas; Hermansyah; Sapendi
MSJ : Majority Science Journal Vol. 3 No. 3 (2025): MSJ-August
Publisher : PT. Hafasy Dwi Nawasena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61942/msj.v3i3.374

Abstract

This research reveals the secret behind the tradition of getting married on days and months that are considered good by the Madurese people in West Kalimantan, specifically in Sungai Kunyit Hulu Village, Mempawah Regency. In Madurese culture, choosing the right time to get married is not only based on practical considerations, but also beliefs about luck and prosperity in the future. This research methodology uses a qualitative approach with in-depth interview methods and participant observation to understand the meaning and beliefs behind this tradition. The research results show that choosing a good day and month for a wedding is the result of a combination of religious figures, cultural heritage and life experiences. This tradition not only serves as a guide for couples getting married, but also strengthens social ties within the Madurese community in Sungai Kunyit Hulu Village. These findings provide insight into how traditional beliefs continue to play an important role in the lives of modern society, as well as demonstrate the Madurese community's efforts to maintain their cultural identity amidst globalization.
Customary Institutions and Religious Moderation in Early Childhood: Mediating Cultural Values through Family Parenting Sapendi; Rizqina, Aulia Laily; Hayati, Nur
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-15

Abstract

Research on religious moderation in early childhood has largely centred on formal educational institutions and families, leaving the role of customary institutions insufficiently examined. This study investigates how customary institutions mediate the transmission of religious moderation values through parenting practices in Pontianak City, West Kalimantan, Indonesia. Using a qualitative design, data were generated through interviews, observation, and document review involving representatives of Malay, Dayak, and Madurese customary institutions, parents of children aged 0 to 8 years, and community figures. The data were analyzed iteratively through coding, categorization, thematic interpretation, and triangulation across data sources. The findings show that customary institutions do not shape children’s religious moderation directly. Instead, they provide cultural narratives, customary philosophies, social norms, and multicultural activities that parents interpret, model, and incorporate into everyday parenting. Children encounter these values through affectionate language, parental guidance, participation in cultural events, and interaction with people from different ethnic and religious backgrounds. The study identifies a mediated pathway linking customary institutions, parental interpretation, and children’s social experience. Cultural authority supported tolerance, empathy, respect, and shared responsibility when institutional programmes remained open to intergroup participation and were reinforced through repeated family involvement. These findings extend discussions of culturally embedded parenting and community-based moral education by positioning customary institutions as intermediary actors between collective traditions and family life. The study also cautions that local culture is not inherently inclusive, since its educational significance depends on how identity is framed and translated within family and community relationships.
Co-Authors Hermansyah Nur Hayati RIZQINA, AULIA LAILY Sofyan, Anas