Volume IV: Society, Culture, and Local Ecological Wisdom

Cultural Expression and Religious Syncretism in The Ngunjung Buyut Tradition: Implications for Multicultural Education Discourse in Cirebon

  • Jajat Darojat UIN Sunan Gunung Djati Bandung, Indonesia
  • Supiana UIN Sunan Gunung Djati Bandung, Indonesia
  • Mahmud UIN Sunan Gunung Djati Bandung, Indonesia
  • Ade Yeti Nuryantini UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Ngunjung Buyut tradition; religious syncretism; Islamic multicultural education; lived multiculturalism; community-based multicultural pedagogy.

Abstract

The cultural diversity of Cirebon society is increasingly challenged by the rise of intolerance, social polarization, and the spread of radical ideologies that threaten to undermine social cohesion. Within this context, local traditions are recognized as potential instruments of social learning capable of internalizing the values of multicultural coexistence. This study aims to analyze the forms of cultural expression and religious syncretism embedded in the Ngunjung Buyut tradition, identify the principles of Islamic multicultural education reflected in the tradition, and examine its implications for the development of multicultural education discourse in Cirebon. The novelty of this study lies in its integration of cultural anthropology, religious syncretism, and multicultural education by positioning the Ngunjung Buyut tradition as both an epistemological resource of indigenous knowledge and a model of community-based multicultural pedagogy. Employing a qualitative research design with an interpretive-anthropological approach, this study adopts ethnography as its methodological framework. Data were collected through participant observation, in-depth interviews with customary leaders, cultural practitioners, and academics, as well as document and literature analysis. Data were analyzed using the interactive model of Miles and Huberman, encompassing data reduction, data display, and conclusion drawing. The findings reveal that the Ngunjung Buyut tradition represents an adaptive form of religious syncretism through the accommodation of Islamic values within local cultural practices. The tradition facilitates the internalization of social solidarity, mutual cooperation, tolerance, respect for collective memory, spirituality, and social harmony through participatory cultural experiences. These findings demonstrate that local traditions function as a space for the production of lived multiculturalism, strengthening social cohesion while offering an alternative paradigm for the advancement of Islamic multicultural education that is more contextual, participatory, and socially relevant. Furthermore, the study highlights the strategic role of local traditions in fostering community resilience against intolerance and radicalism.

References

  1. Alamsyah. (2020). Religion and Water Preservation: Tradition Studies Nahdhatul Ulama (NU) in Earth Alms in
  2. Daren Village Nalumsari Jepara. E3S Web of Conferences, 202, 7001.
  3. Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian Journal of
  4. Psychological Medicine, 43(1), 86–8.
  5. Andri. (2011). Kronologi Ledakan Bom Bunuh Diri di Mapolresta Cirebon Versi Polri. Detiknews.
  6. https://news.detik.com/berita/d-1618771/kronologi-ledakan-bom-bunuh-diri-di-mapolresta-cirebon-versi-
  7. polri
  8. Arab, A. A., Tezera, D., Hunduma, C. M., & Kassaw, E. S. (2026). Enhancing conflict resolution in the greater
  9. horn of Africa: the role of multicultural education and global citizenship. Journal of Applied Research in
  10. Higher Education, 18(2), 589–601.
  11. Arief, D., Komariah, S., & Wulandari, P. (2024). Transforming Heritage: Analyzing Cultural Capital and Value
  12. Shifts in Indonesia’s Ngunjung Buyut Tradition. Jurnal Sosiologi Reflektif, 19(1), 165–18.
  13. Aslan, A., & Ningtyas, D. T. (2025). Dialog Identitas: Integrasi Tradisi Keagamaan Lokal di Tengah Arus Budaya
  14. Global. Prosiding Seminar Nasional Indonesia, 3(2), 71–80.
  15. Atja. (1986). Carita purwaka Caruban nagari: karya sastra sebagai sumber pengetahuan sejarah. Pusat
  16. Pengembangan Permuseuman Jawa Barat.
  17. Bagley, C. (2015). Islamic Education in a Multicultural Society : The Case of a Muslim School in Canada. 38(4),
  18. 1–26.
  19. Bajuri, W. (2026). Hasil Wawancara Dengan Budayawan Cirebon.
  20. Banks, J. A. (2001). Citizenship education and diversity: Implications for teacher education. Journal of Teacher
  21. Education, 52(1), 5–16.
  22. Banks, J. A. (2009). Diversity and citizenship education in multicultural nations∗. Multicultural Education
  23. Review, 1(1), 1–28.
  24. Bourdieu, P. (1979). Distinction; A social critique of the judgement of taste. Harvard University Press.
  25. Casta, M. (2026). Hasil Wawancara Dengan Akademisi dan Praktisi Budaya Cirebon.
  26. Darmawan, D. (2024). Pierre Bourdieu’s Theory of Social Practice: Understanding Habitus, Capital, and the
  27. Arena in Social Life. Journal La Sociale, 5(6), 2175–2187.
  28. Diskominfo. (2018). Pemkab Cirebon Lakukan Rapat Koordinasi Pencegahan dan Penanggulangan Radikalisme
  29. dan Terorisme. Web, Kab. Cirebon. https://old.cirebonkab.go.id/pemkab-cirebon-lakukan-rapat-
  30. koordinasi-pencegahan-dan-penanggulangan-radikalisme-dan-
  31. terorisme?doing_wp_cron=1713770054.9763069152832031250000
  32. Djazilan, M. S. (2025). Integrasi Nilai-Nilai Aswaja An-Nahdliyah Dalam Pendidikan Islam Multikultural di Era
  33. Digital: Strategi Membangun Moderasi Beragama Dan Literasi Digital di Indonesia. An Nahdhoh Jurnal
  34. Kajian Islam Aswaja, 5(1), 33–44.
  35. Falaq, Y., & Juhadi, J. (2023). Nilai-nilai sosial tradisi Gusjigang sebagai sumber belajar Ilmu Pengetahuan Sosial.
  36. JIPSINDO, 10(1), 57–68.
  37. Field-Springer, K. (2020). Reflexive embodied ethnography with applied sensibilities: methodological reflections
  38. on involved qualitative research. Qualitative Research, 20(2), 194–212.
  39. Fiqry, R. (2025). Rekonstruksi Epistemologis Literasi Sains Berbasis Budaya Lokal. Mozaik Filsafat Pendidikan:
  40. Pemikiran, Aliran, Dan Bagaimana Implementasinya Dalam Dunia Pendidikan, 127.
  41. Firtikasari, M., & Andiana, D. (2024). Pendidikan Multikultural. books.google.com.
  42. https://books.google.com/books?hl=en&lr=&id=xyn7EAAAQBAJ&oi=fnd&pg=PA4&dq=pendidikan+m
  43. 260 | ICON-IMAD XV Proceedings · Volume IV · 2026
  44. International Conference on Islam in the Malay World (ICON-IMAD XV), 2026
  45. ultikultural&ots=muy2d6XFvr&sig=o4wA8Kw7HGA8hOITGNK03OhWr-c
  46. Geertz, C. (1976). The religion of Java. University of Chicago press.
  47. Hariyono, H., Candra, I. A., Mauliansyah, F., Wahyudin, Y., & Rizal, M. (2024). Transformasi Digital: Teori
  48. dan Implementasi pada Era Revolusi Industri 4.0 Menuju Era Society 5.0. PT. Sonpedia Publishing
  49. Indonesia.
  50. Harker, R., Mahar, C., & Wilkes, C. (2009). Ranah= Praktik: Pengantar Paling Komprehensif kepada Pemikiran
  51. Pierre Bourdieu. In Jalasutra.
  52. Hidayat, L. M. (2017). Folk Dance in A Folk Ritual: Case Study on Tari Topeng (Mask Dance) and Tari Ronggeng
  53. (Ronggeng Dance) in Ngunjung and. FOLK, 52.
  54. Huda, M., Saeful, A., Rahim, H., Rosyada, D., & Zuhdi, M. (2024). The implementation of multicultural education
  55. in Indonesia : Systematic literature review. Raihani 2018, 83–89. https://doi.org/10.1201/9781003322054-
  56. Humas, P. (2023). Polisi Polres Cirebon Kota, masuk kelas edukasi kekerasan dikalangan pelajar.
  57. Humas.Polri.Go.Id. https://humas.polri.go.id/2022/09/05/polisi-polres-cirebon-kota-masuk-kelas-edukasi-
  58. kekerasan-dikalangan-pelajar/
  59. Imamah, M., & Rofiq, M. (2026). Integrasi Modeling dan Reinforcement Dalam Pembentukan Perilaku Religius
  60. Peserta Didik di Sekolah: Perspektif Teori Pembelajaran SOSIAL. Jurnal Psikososial Dan Pendidikan,
  61. 2(1), 1024–1034.
  62. Jahroni, J. (2018). Ritual, Bid ‘ah, and the Negotiation of the Public Sphere in Contemporary Indonesia. Studia
  63. Islamika, 25(1), 1–35.
  64. Kartika, N., Piliang, Y. A., Santosa, I., & Dienaputra, R. D. (2020). The visual arts of masjid agung sang cipta
  65. rasa cirebon: Hybrid culture identity. Harmonia: Journal of Arts Research and Education, 20(1), 95–107.
  66. Kersten, C. (2015). Islam in Indonesia: the contest for society, ideas and values. Oxford University Press.
  67. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
  68. Kurniawan, A. R. (2024). Simbol dan ritual dalam tradisi Tabut di Bengkulu: Kajian antropologis dengan
  69. pendekatan teori ruang Henri Lefebvre dan teori simbolik Clifford Geertz. Journal of Comparative Study
  70. of Religions, 5(2), 183–202.
  71. Leppälä, K., Kosonen, P., & Ikonen, M. (2024). Utilizing ethnographical approaches to study the abstract,
  72. intimate, and dynamic topic of trust. Journal of Contemporary Ethnography, 53(6), 822–852.
  73. Mahmudin, M., Junaedi, E., Mubarok, H., & Riyadi, D. S. (2021). Kohesi sosial dan keberagaman agama: Studi
  74. perbandingan modal sosial Sunda Wiwitan Kuningan dan Cimahi, Jawa Barat. Penamas, 34(2), 181–202.
  75. May, S. (2000). Multiculturalism in the 21st Century: Challenges and Possibilities.
  76. Muhaimin, A. G. (1995). The Islamic traditions of Cirebon: ibadat and adat among Javanese muslims.
  77. Mustofa, F. (2019). Religion, Identity and Solidarity: Emile Durkheim’s Perspective. Jurnal Penelitian, 16(1),
  78. 65–78.
  79. Nursanty, E., & Susilowati, I. (2024). Cultural sustainability, uniqueness and the power of productive living
  80. heritage in Cirebon, Indonesia. Journal of Urban Culture Research, 28, 3–20.
  81. Nye, M. (2007). The challenges of multiculturalism.
  82. Parekh, B. (2000). Rethinking Multiculturalism; Cultural Diversity and Political Theory. Hampshire and New
  83. York: Palgrave Publishers Ltd.
  84. Pratama, D. (n.d.). Paradigma Filsafat Transformatif Dalam Pengembangan Kearifan Lokal Di Era Digitalisasi.
  85. Ruang Kelas Sebagai Ruang Bebas: Media, Budaya, Dan Pemikiran Kritis Dalam Pendidikan Abad 21
  86. (Sebuah Bunga Rampai), 85.
  87. Redfield, R. (1955). The social organization of tradition. The Journal of Asian Studies, 15(1), 13–21.
  88. Salim, A. (n.d.). Javanese religion , Islam or syncretism : comparing Woodward ’ s Islam in Java and Beatty ’ s
  89. Varieties of Javanese Religion. 223–266.
  90. Salmona, M., & Kaczynski, D. (2024). Qualitative data analysis strategies. In How to conduct qualitative research
  91. in finance (pp. 80–96). Edward Elgar Publishing.
  92. Sjamsi Pasandaran, Dasim Budimansyah, T. P. (2024). Multicultural Education in Indonesia; Reflection,
  93. Concepts and Contruction. Taylor and Francis Group , 10.
  94. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003352471-30/multicultural-education-
  95. indonesia-sjamsi-pasandaran-dasim-budimansyah-theodorus-pangalila
  96. Sohrah, S., Husna, A., Akbar, R., Sugirman, A., & Arfah, M. T. (2023). Songkabala Tradition in the Makassarese
  97. Society: Local Values and Messages of the Al-Qur’an an Anthropological Perspective on Islamic Law.
  98. Samarah: Jurnal Hukum Keluarga Dan Hukum Islam, 7(1), 455–478.
  99. Solikhin, H. N., Saputra, A., & Arifi, A. (2025). Idul Fitri Dalam Perspektif Antropologi: Kajian Tentang Mudik,
  100. Halal Bihalal, Dan Tradisi Keagamaan Masyarakat Muslim Indonesia. Advances In Education Journal,
  101. 2(3), 1442–1452.
  102. ICON-IMAD XV Proceedings · Volume IV · 2026| 261
  103. International Conference on Islam in the Malay World (ICON-IMAD XV), 2026
  104. Subchi, I., Zulkifli, Z., Latifa, R., & Sa’diyah, S. (2022). Religious Moderation in Indonesian Muslims. In
  105. Religions (Vol. 13, Issue 5, p. 451). https://doi.org/10.3390/rel13050451
  106. Sulendraningrat, P. S. (1985). Sejarah Cirebon. Balai Pustaka.
  107. Suradi, A. (2018). The Challenges of Education Based on Multicultural in National Local Culture Conservation
  108. in Globalization Era. Cendekia: Jurnal Kependidikan Dan Kemasyarakatan, 16(1), 103–124.
  109. Syahroni, W. N. (2025). Memori Kolektif dan Rekonstruksinya dalam Fiksi-Fiksi Historis Karya Kristin Hannah.
  110. Universitas Gadjah Mada.
  111. Tahara, T., Al Isra, A. B., & Tiro, S. (2023). Cultural Resilience and Syncretism. Journal of Ethnic and Cultural
  112. Studies, 10(4), 233–246.
  113. van den Boogert, J. (2017). The role of slametan in the discourse on Javanese Islam. Indonesia and the Malay
  114. World, 45(133), 352–372. https://doi.org/10.1080/13639811.2017.1345166
  115. Wahid, M. (2017). Menggagas Fiqih Ikhtilaf.
  116. Waled, H. P. (2023). Wakapolsek Waled Polresta Cirebon dan Ps Kanit Binmas Antisipasi tawuran antar pelajar
  117. dan geng motor, Kanit Binmas Polsek Waled Polresta Cirebon laksanakan Pembinaan dan Penyuluhan
  118. terhadap Pelajar SMPN 1 Waled tentang Kenakalan Remaja. Tribata News Polresta Cirebon.
  119. https://tribratanews-polrescirebon.com/wakapolsek-waled-polresta-cirebon-dan-ps-kanit-binmas-
  120. antisipasi-tawuran-antar-pelajar-dan-geng-motor-kanit-binmas-polsek-waled-polresta-cirebon-laksanakan-
  121. pembinaan-dan-penyuluhan-terhadap-pelajar-s/
  122. Wardani, C. R. K., Pratiwi, E. E., Pertiwi, A. Y., Damaputra, A., & Lukitoaji, B. D. (2026). Pendidikan
  123. Multikultural dalam Perspektif Global untuk Membentuk Warga Dunia yang Toleran. Basica Academica:
  124. Jurnal Pendidikan Anak Sekolah Dasar, 2(1).
  125. Wiyani, N. (2023). Studi Islam dengan Pendekatan Antropologi Perspektif Clifford Geertz. EL-SANADI, 1(2),
  126. 40–50.
  127. Wulandari, T. (2020). Konsep dan Praksis Pendidikan Multikultural. UNY Press.
  128. Yuniar, M. H., Novia, N., & Sudarto, S. (2026). Misalin Tradition as Living Ecological Heritage: Reproducing
  129. Environmental Ethics and Eco-cultural Resilience through Ritual Practice. JAMASAN: Jurnal Mahasiswa
  130. Pendidikan Sejarah, 2(2), 281–312.
  131. Alamsyah. (2020). Religion and Water Preservation: Tradition Studies Nahdhatul Ulama (NU) in Earth Alms in
  132. Daren Village Nalumsari Jepara. E3S Web of Conferences, 202, 7001.
  133. Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian Journal of
  134. Psychological Medicine, 43(1), 86–8.
  135. Andri. (2011). Kronologi Ledakan Bom Bunuh Diri di Mapolresta Cirebon Versi Polri. Detiknews.
  136. https://news.detik.com/berita/d-1618771/kronologi-ledakan-bom-bunuh-diri-di-mapolresta-cirebon-versi-
  137. polri
  138. Arab, A. A., Tezera, D., Hunduma, C. M., & Kassaw, E. S. (2026). Enhancing conflict resolution in the greater
  139. horn of Africa: the role of multicultural education and global citizenship. Journal of Applied Research in
  140. Higher Education, 18(2), 589–601.
  141. Arief, D., Komariah, S., & Wulandari, P. (2024). Transforming Heritage: Analyzing Cultural Capital and Value
  142. Shifts in Indonesia’s Ngunjung Buyut Tradition. Jurnal Sosiologi Reflektif, 19(1), 165–18.
  143. Aslan, A., & Ningtyas, D. T. (2025). Dialog Identitas: Integrasi Tradisi Keagamaan Lokal di Tengah Arus Budaya
  144. Global. Prosiding Seminar Nasional Indonesia, 3(2), 71–80.
  145. Atja. (1986). Carita purwaka Caruban nagari: karya sastra sebagai sumber pengetahuan sejarah. Pusat
  146. Pengembangan Permuseuman Jawa Barat.
  147. Bagley, C. (2015). Islamic Education in a Multicultural Society : The Case of a Muslim School in Canada. 38(4),
  148. 1–26.
  149. Bajuri, W. (2026). Hasil Wawancara Dengan Budayawan Cirebon.
  150. Banks, J. A. (2001). Citizenship education and diversity: Implications for teacher education. Journal of Teacher
  151. Education, 52(1), 5–16.
  152. Banks, J. A. (2009). Diversity and citizenship education in multicultural nations∗. Multicultural Education
  153. Review, 1(1), 1–28.
  154. Bourdieu, P. (1979). Distinction; A social critique of the judgement of taste. Harvard University Press.
  155. Casta, M. (2026). Hasil Wawancara Dengan Akademisi dan Praktisi Budaya Cirebon.
  156. Darmawan, D. (2024). Pierre Bourdieu’s Theory of Social Practice: Understanding Habitus, Capital, and the
  157. Arena in Social Life. Journal La Sociale, 5(6), 2175–2187.
  158. Diskominfo. (2018). Pemkab Cirebon Lakukan Rapat Koordinasi Pencegahan dan Penanggulangan Radikalisme
  159. dan Terorisme. Web, Kab. Cirebon. https://old.cirebonkab.go.id/pemkab-cirebon-lakukan-rapat-
  160. koordinasi-pencegahan-dan-penanggulangan-radikalisme-dan-
  161. terorisme?doing_wp_cron=1713770054.9763069152832031250000
  162. 262 | ICON-IMAD XV Proceedings · Volume IV · 2026
  163. International Conference on Islam in the Malay World (ICON-IMAD XV), 2026
  164. Djazilan, M. S. (2025). Integrasi Nilai-Nilai Aswaja An-Nahdliyah Dalam Pendidikan Islam Multikultural di Era
  165. Digital: Strategi Membangun Moderasi Beragama Dan Literasi Digital di Indonesia. An Nahdhoh Jurnal
  166. Kajian Islam Aswaja, 5(1), 33–44.
  167. Falaq, Y., & Juhadi, J. (2023). Nilai-nilai sosial tradisi Gusjigang sebagai sumber belajar Ilmu Pengetahuan Sosial.
  168. JIPSINDO, 10(1), 57–68.
  169. Field-Springer, K. (2020). Reflexive embodied ethnography with applied sensibilities: methodological reflections
  170. on involved qualitative research. Qualitative Research, 20(2), 194–212.
  171. Fiqry, R. (2025). Rekonstruksi Epistemologis Literasi Sains Berbasis Budaya Lokal. Mozaik Filsafat Pendidikan:
  172. Pemikiran, Aliran, Dan Bagaimana Implementasinya Dalam Dunia Pendidikan, 127.
  173. Firtikasari, M., & Andiana, D. (2024). Pendidikan Multikultural. books.google.com.
  174. https://books.google.com/books?hl=en&lr=&id=xyn7EAAAQBAJ&oi=fnd&pg=PA4&dq=pendidikan+m
  175. ultikultural&ots=muy2d6XFvr&sig=o4wA8Kw7HGA8hOITGNK03OhWr-c
  176. Geertz, C. (1976). The religion of Java. University of Chicago press.
  177. Hariyono, H., Candra, I. A., Mauliansyah, F., Wahyudin, Y., & Rizal, M. (2024). Transformasi Digital: Teori
  178. dan Implementasi pada Era Revolusi Industri 4.0 Menuju Era Society 5.0. PT. Sonpedia Publishing
  179. Indonesia.
  180. Harker, R., Mahar, C., & Wilkes, C. (2009). Ranah= Praktik: Pengantar Paling Komprehensif kepada Pemikiran
  181. Pierre Bourdieu. In Jalasutra.
  182. Hidayat, L. M. (2017). Folk Dance In A Folk Ritual: Case Study on Tari Topeng (Mask Dance) and Tari Ronggeng
  183. (Ronggeng Dance) in Ngunjung and. FOLK, 52.
  184. Huda, M., Saeful, A., Rahim, H., Rosyada, D., & Zuhdi, M. (2024). The implementation of multicultural education
  185. in Indonesia : Systematic literature review. Raihani 2018, 83–89. https://doi.org/10.1201/9781003322054-
  186. Humas, P. (2023). Polisi Polres Cirebon Kota, masuk kelas edukasi kekerasan dikalangan pelajar.
  187. Humas.Polri.Go.Id. https://humas.polri.go.id/2022/09/05/polisi-polres-cirebon-kota-masuk-kelas-edukasi-
  188. kekerasan-dikalangan-pelajar/
  189. Imamah, M., & Rofiq, M. (2026). Integrasi Modeling dan Reinforcement Dalam Pembentukan Perilaku Religius
  190. Peserta Didik di Sekolah: Perspektif Teori Pembelajaran Sosial. Jurnal Psikososial Dan Pendidikan, 2(1),
  191. 1024–1034.
  192. Jahroni, J. (2018). Ritual, Bid ‘ah, and the Negotiation of the Public Sphere in Contemporary Indonesia. Studia
  193. Islamika, 25(1), 1–35.
  194. Kartika, N., Piliang, Y. A., Santosa, I., & Dienaputra, R. D. (2020). The visual arts of masjid agung sang cipta
  195. rasa cirebon: Hybrid culture identity. Harmonia: Journal of Arts Research and Education, 20(1), 95–107.
  196. Kersten, C. (2015). Islam in Indonesia: the contest for society, ideas and values. Oxford University Press.
  197. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
  198. Kurniawan, A. R. (2024). Simbol dan ritual dalam tradisi Tabut di Bengkulu: Kajian antropologis dengan
  199. pendekatan teori ruang Henri Lefebvre dan teori simbolik Clifford Geertz. Journal of Comparative Study
  200. of Religions, 5(2), 183–202.
  201. Leppälä, K., Kosonen, P., & Ikonen, M. (2024). Utilizing ethnographical approaches to study the abstract,
  202. intimate, and dynamic topic of trust. Journal of Contemporary Ethnography, 53(6), 822–852.
  203. Mahmudin, M., Junaedi, E., Mubarok, H., & Riyadi, D. S. (2021). Kohesi sosial dan keberagaman agama: Studi
  204. perbandingan modal sosial Sunda Wiwitan Kuningan dan Cimahi, Jawa Barat. Penamas, 34(2), 181–202.
  205. May, S. (2000). Multiculturalism in the 21st Century: Challenges and Possibilities.
  206. Muhaimin, A. G. (1995). The Islamic traditions of Cirebon: ibadat and adat among Javanese muslims.
  207. Mustofa, F. (2019). Religion, Identity and Solidarity: Emile Durkheim’s Perspective. Jurnal Penelitian, 16(1),
  208. 65–78.
  209. Nursanty, E., & Susilowati, I. (2024). Cultural sustainability, uniqueness and the power of productive living
  210. heritage in Cirebon, Indonesia. Journal of Urban Culture Research, 28, 3–20.
  211. Nye, M. (2007). The challenges of multiculturalism.
  212. Parekh, B. (2000). Rethinking Multiculturalism; Cultural Diversity and Political Theory. Hampshire and New
  213. York: Palgrave Publishers Ltd.
  214. Pratama, D. (n.d.). Paradigma Filsafat Transformatif Dalam Pengembangan Kearifan Lokal Di Era Digitalisasi.
  215. Ruang Kelas Sebagai Ruang Bebas: Media, Budaya, Dan Pemikiran Kritis Dalam Pendidikan Abad 21
  216. (Sebuah Bunga Rampai), 85.
  217. Redfield, R. (1955). The social organization of tradition. The Journal of Asian Studies, 15(1), 13–21.
  218. Salim, A. (n.d.). Javanese religion , Islam or syncretism : comparing Woodward ’ s Islam in Java and Beatty ’ s
  219. Varieties of Javanese Religion. 223–266.
  220. Salmona, M., & Kaczynski, D. (2024). Qualitative data analysis strategies. In How to conduct qualitative research
  221. ICON-IMAD XV Proceedings · Volume IV · 2026| 263
  222. International Conference on Islam in the Malay World (ICON-IMAD XV), 2026
  223. in finance (pp. 80–96). Edward Elgar Publishing.
  224. Sjamsi Pasandaran, Dasim Budimansyah, T. P. (2024). Multicultural Education in Indonesia; Reflection,
  225. Concepts and Contruction. Taylor and Francis Group , 10.
  226. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003352471-30/multicultural-education-
  227. indonesia-sjamsi-pasandaran-dasim-budimansyah-theodorus-pangalila
  228. Sohrah, S., Husna, A., Akbar, R., Sugirman, A., & Arfah, M. T. (2023). Songkabala Tradition in the Makassarese
  229. Society: Local Values and Messages of the Al-Qur’an an Anthropological Perspective on Islamic Law.
  230. Samarah: Jurnal Hukum Keluarga Dan Hukum Islam, 7(1), 455–478.
  231. Solikhin, H. N., Saputra, A., & Arifi, A. (2025). Idul Fitri Dalam Perspektif Antropologi: Kajian Tentang Mudik,
  232. Halal Bihalal, Dan Tradisi Keagamaan Masyarakat Muslim Indonesia. Advances In Education Journal,
  233. 2(3), 1442–1452.
  234. Subchi, I., Zulkifli, Z., Latifa, R., & Sa’diyah, S. (2022). Religious Moderation in Indonesian Muslims. In
  235. Religions (Vol. 13, Issue 5, p. 451). https://doi.org/10.3390/rel13050451
  236. Sulendraningrat, P. S. (1985). Sejarah Cirebon. Balai Pustaka.
  237. Suradi, A. (2018). The Challenges of Education Based on Multicultural in National Local Culture Conservation
  238. in Globalization Era. Cendekia: Jurnal Kependidikan Dan Kemasyarakatan, 16(1), 103–124.
  239. Syahroni, W. N. (2025). Memori Kolektif dan Rekonstruksinya dalam Fiksi-Fiksi Historis Karya Kristin Hannah.
  240. Universitas Gadjah Mada.
  241. Tahara, T., Al Isra, A. B., & Tiro, S. (2023). Cultural Resilience and Syncretism. Journal of Ethnic and Cultural
  242. Studies, 10(4), 233–246.
  243. van den Boogert, J. (2017). The role of slametan in the discourse on Javanese Islam. Indonesia and the Malay
  244. World, 45(133), 352–372. https://doi.org/10.1080/13639811.2017.1345166
  245. Wahid, M. (2017). Menggagas Fiqih Ikhtilaf.
  246. Waled, H. P. (2023). Wakapolsek Waled Polresta Cirebon dan Ps Kanit Binmas Antisipasi tawuran antar pelajar
  247. dan geng motor, Kanit Binmas Polsek Waled Polresta Cirebon laksanakan Pembinaan dan Penyuluhan
  248. terhadap Pelajar SMPN 1 Waled tentang Kenakalan Remaja. Tribata News Polresta Cirebon.
  249. https://tribratanews-polrescirebon.com/wakapolsek-waled-polresta-cirebon-dan-ps-kanit-binmas-
  250. antisipasi-tawuran-antar-pelajar-dan-geng-motor-kanit-binmas-polsek-waled-polresta-cirebon-laksanakan-
  251. pembinaan-dan-penyuluhan-terhadap-pelajar-s/
  252. Wardani, C. R. K., Pratiwi, E. E., Pertiwi, A. Y., Damaputra, A., & Lukitoaji, B. D. (2026). Pendidikan
  253. Multikultural dalam Perspektif Global untuk Membentuk Warga Dunia yang Toleran. Basica Academica:
  254. Jurnal Pendidikan Anak Sekolah Dasar, 2(1).
  255. Wiyani, N. (2023). Studi Islam dengan Pendekatan Antropologi Perspektif Clifford Geertz. EL-SANADI, 1(2),
  256. 40–50.
  257. Wulandari, T. (2020). Konsep dan Praksis Pendidikan Multikultural. UNY Press.
  258. Yuniar, M. H., Novia, N., & Sudarto, S. (2026). Misalin Tradition as Living Ecological Heritage: Reproducing
  259. Environmental Ethics and Eco-cultural Resilience through Ritual Practice. JAMASAN: Jurnal Mahasiswa
  260. Pendidikan Sejarah, 2(2), 281–312.
Scroll to Top