Volume I: Eco-Theology, Spirituality, and Environmental Ethics

Lanskap Budaya dan Pandangan Dunia Ekologis Anak-Anak Perbatasan Selatan Thailand: Analisis Kosakata Dasar Bahasa Melayu Tingkat Ibtidaiyah Sebagai Instrumen Pembuat Ketahanan Budaya

  • Asem Ach-chareef Prince of Songkla University, Thailand

Keywords

Lanskap Budaya, Ketahanan Budaya, Kata Serapan Arab, Kata Seakar Sanskerta, Dialek Patani, Perbatasan Selatan Thailand.


Abstract

Artikel penelitian ini bertujuan untuk menganalisis "lanskap budaya" dan "pandangan dunia ekologis" dalam daftar kosakata dasar bahasa Melayu milik OBEC bagi peserta didik Ibtidaiyah (kelas 1-3) di perbatasan selatan Thailand. Penelitian ini menilai potensi kosakata tersebut sebagai instrumen "ketahanan budaya" melalui pendekatan semiotika, etimologi, dan studi dwibahasa. Hasil penelitian menunjukkan bahwa daftar kosakata saat ini cukup merefleksikan kondisi fisik, biologis, dan tatanan budaya Melayu-Islam tradisional pada tingkat pemula.
Namun, ditemukan tiga keterbatasan utama dalam dimensi realitas: pertama, kurangnya kosakata kontemporer terkait ekonomi baru dan digital; kedua, adanya konflik semantik antara bahasa Melayu standar dan dialek Patani (seperti kata Gadoh, penggunaan timun cina untuk tembikai, limau, serta topah untuk epal) yang menurunkan efisiensi komunikasi; dan ketiga, keterasingan identitas akibat westernisasi ejaan standar Malaysia (seperti situasi dan informasi) yang tidak selaras dengan realitas kehidupan nyata yang lebih terikat dengan bahasa Arab, serta tidak sesuai dengan kodrat masyarakat setempat yang secara kognitif lebih religius dan dekat dengan bahasa Arab dalam kehidupan sehari-hari. Untuk itu, penelitian ini mengusulkan rekonstruksi daftar kosakata melalui "tiga poros linguistik" yang mencakup integrasi perbandingan paralel antara Melayu dialek Patani dan Melayu standar, pengutamaan kata serapan bahasa Arab kontemporer (seperti Hal, Waktu, Mesyuarat) untuk menggantikan serapan Barat gaya Malaysia, serta penyertaan kata homofon seakar dari bahasa Sanskerta (seperti Raja, Kunci, Putera, Bumi) sebagai titik temu dengan bahasa Thai. Sinergi etimologis ini diharapkan dapat meruntuhkan prasangka bahasa, meningkatkan kecerdasan kognitif dwibahasa (Melayu-Thai), serta menumbuhkan generasi muda untuk tumbuh dengan akar budaya yang kuat, sekaligus mampu beradaptasi dengan dunia modern, dan teguh berdiri di tengah masyarakat multikultural secara berkelanjutan.


References

  1. Al-Buʿayshī, A. A. A. (2023). ʿIlm al-ʿumrān al-basharī ʿinda Ibn Khaldūn wa Ibn al-Azraq [The science of human
  2. civilization according to Ibn Khaldun and Ibn al-Azraq]. Majallat al-Iʿlām wa al-Funūn al-ʿIlmiyyah al-
  3. Ilktrūniyyah al-Muḥakkamah, 4(12), 84–98.
  4. Anuphan, P., & Phiwphak, H. (2025). Phlawat khwam samphan rawang satsana sangkhom lae watthanatham
  5. [Dynamics of the relationship between religion, society, and culture]. Setthawit Parithat, 5(3), 1319–1330.
  6. Berkes, F. (2018). Sacred ecology (4th ed.). Routledge.
  7. Boonratsamee, J. U. (2023). "Patanisation: Constructing Melayu Patani’s Identity Politics." Conflict and Peace
  8. Studies Journal: 139-162.
  9. Chuchuen, S. (2012). Phahu watthanatham sueksa nai sam changwat chaidaen phak tai: Thanglueak rue thangrot?
  10. [Multicultural education in the three southern border provinces: An alternative or a survival path?]. Journal
  11. of Humanities and Social Sciences, Prince of Songkla University, 8(2), 123–136.
  12. Hammadi, A. A. (2024). Al-damj bayna al-mukawwināt al-thaqāfiyyah wa al-lughawiyyah fī taʿallum al-lughah:
  13. Al-āthār al-mutarattibah ʿalā taṭwīr al-kafāʾah al-shafahiyyah [Integrating cultural and linguistic
  14. components in language learning: Implications for the development of oral competence]. Majallat Kulliyat
  15. Al-Maʿārif Al-Jāmiʿah.
  16. Hayimasae, N. (2023). Itthiphon Islam to watthanatham Malay changwat chaidaen phak tai [The influence of
  17. Islam on Malay culture in the southern border provinces]. MENARA: Journal of Islamic and Contemporary
  18. Issues, 4(2), 62–71.
  19. Haugen, E. (1972). The ecology of language. In A. S. Dil (Ed.), The ecology of language: Essays by Einar Haugen
  20. (pp. 325–339). Stanford University Press.
  21. Isaya, K., et al. (2014). Kanphatthana rabop khian phasa Malayu Patani duai akson Yawi phuea kan anurak lae
  22. fuenfu phasa lae watthanatham thongthin: Korani sueksa tambon Khao Tum, amphoe Yarang, changwat
  23. Pattani [The development of a Patani Malay writing system using Jawi script for the preservation and
  24. revitalization of local language and culture: A case study of Khao Tum Subdistrict, Yarang District, Pattani
  25. Province]. Journal of Language and Culture, 29(1), 35.
  26. Mahama, A. (2019). Malayu-Muslim and Thai-ization. Journal of Social Sciences, Chiang Mai University, 29(1),
  27. 127–159.
  28. Mahamat, T., Kanthawong, E., Jebut, F., Konkham, P., & Tanphan, A. (2025). Kanaprasit chai lakkan sasan Islam
  29. khong chumchon Phandin Thong Nuruddin nai kan damnoen ngan kan chatkan khaya phuea sang khwam
  30. yangyuen [Application of Islamic principles of the Nuruddin Golden Land community in waste
  31. 306 | ICON-IMAD XV Proceedings · Volume I · 2026
  32. International Conference on Islam in the Malay World (ICON-IMAD XV), 2026
  33. management for sustainability]. Journal of Community Development and Quality of Life, 13(2), 243–251.
  34. Masae, A., et al. (2021). Kanphatthana botrian phasa Malayu samrap nakdoenthang nai botrian online rabop poet
  35. Thai-MOOC wicha phasa Malayu phuea kansueasan Mahawitthayalai Rajabhat Yala [The development of
  36. Malay language lessons for travelers in the Thai-MOOC open online course: Malay language for
  37. communication at Yala Rajabhat University]. Yala Rajabhat University Journal, 16(2), 258–266.
  38. Narongraksakhet, I., et al. (2023). Roles of pondok and madrasah in preserving the Jawi script in Malay language
  39. in southern border provinces of Thailand. Journal of Islamic Studies, Prince of Songkla University, 14(2),
  40. 1–21.
  41. Office of the Basic Education Commission. (2020). Raingan kanwichai kham phuenthan phasa Malayu samrap
  42. radap Islam sueksa ton (Ibtidaiyyah chan pi thi 1–3) [Research report on basic Malay vocabulary for lower
  43. Islamic education level (Ibtidaiyyah grades 1–3)]. Bangkok: Ministry of Education Thailand.
  44. Pankaew, S. (2015). Phatthanakan khong nayobai kansueksa phuea khwam mankhong nai changwat chaidaen
  45. phak tai [Development of educational policy for security in the southern border provinces]. Academic
  46. Services Journal, Prince of Songkla University, (3), 127–139.
  47. Panyapaeng, J., et al. (2023). Guidelines for the educational management of multilingual concepts based on the
  48. mother tongue languages of elementary school students at Kaenoisuksa School. MCU Haripunchai Review,
  49. 7(3), 134–148.
  50. Rasheed, N. J. (2023). Language ecology or ecolinguistics: Conceptual and theoretical discussions. Journal of the
  51. College of Education for Women, 34(1), 1–9.
  52. Singsonthi, K. (2023). Naeo thang kan sangsoem dek song phasa (Thai–English) [Guidelines for promoting
  53. bilingual children (Thai–English)]. Warasan Manutsayachat lae Sangkhommasat Mahawitthayalai Ubon
  54. Ratchathani, 14(2), 291–314.
  55. Son, W., & Jannari, A. (2023). Phasathat choeng niwet: Phasa niwet witthaya lae ruang rao yu rop tua
  56. [Ecolinguistics: Language, ecology, and surrounding narratives]. Journal of Variety in Language and
  57. Literature, 7(3), 161–168.
  58. Thong, P. H., et al. (2019). Kanphatthana rup baep kanrian kan son phasa tam thritsadi phasathat sangkhom lae
  59. naeokhit kanrian ru chak prasopkan phuea serm sang khwam waetwai thang watthanatham samrap nakrian
  60. mathayomsuksa [Development of a language teaching model based on sociolinguistics theory and
  61. experiential learning to enhance cultural sensitivity for secondary school students]. Princess of Naradhiwas
  62. University Journal of Humanities and Social Sciences, 6(1), 15–26.
  63. UNESCO. (2022). World report on culture and sustainable development. Paris: UNESCO.
  64. Wanaeloh, W., et al. (2024). Dynamics of local Melayu language wisdom and social changes in three provinces:
  65. Yala, Pattani, Narathiwat, and southern border provinces of Thailand. Eduvest–Journal of Universal
  66. Studies, 4(12), 11712–11726.
  67. Wan Daud, W. M. N. (1998). The educational philosophy and practice of Syed Muhammad Naquib al-Attas.
  68. http://lib.perdana.org.my/PLF/PREVIEW/A36/1012095.pdf
  69. Zein, I. M. (2013). Educational philosophy and practice of Syed Muhammad Naquib al-Attas: An exposition of
  70. the original concept of Islamization by Wan Mohd Nor Wan Daud. Intellectual Discourse, 7(2).
Scroll to Top