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REFRAMING CUSTOMARY INSTITUTIONS AS SOCIO-CULTURAL CAPITAL IN FAMILY EDUCATION: EVIDENCE FROM AN INDIGENOUS COMMUNITY IN INDONESIA

PEDAGOGIK: Jurnal Pendidikan · Vol. 13 No. 2 (2026) · hlm. 435–462

DOI
10.33650/pjp.v13i2.14718
ISSN
2528-5793, 2354-7960
Terbit
2026-08-16
Penerbit
Nurul Jadid University
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Customary institutions remain an important part of social life in many indigenous communities, yet studies examining their role as socio-cultural capital in strengthening family education are still limited. This study aims to analyze the role of customary institutions in reinforcing family education. The research employed a qualitative case study approach using in-depth interviews, observation, and documentation. Informants consisted of customary leaders, married couples, and community members selected purposively. The findings reveal that customary institutions contribute significantly to family strengthening through various traditional mechanisms, including Falöwa as a medium for reinforcing kinship relations, Famotu Ono Nihalö as premarital guidance for women, Fanika Era-Era Mböwö as moral education for men, and Amatunowa as a customary forum for family conflict resolution. These practices transmit values of responsibility, respect, solidarity, cooperation, and social harmony across generations. This study concludes that customary institutions function not only as cultural heritage but also as socio-cultural capital that enhances family resilience and maintains social cohesion within indigenous communities.

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  • Yogyakarta State University
  • State University of Medan
  • Universitas Nias
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Sumber metadata: OAI-PMH (metadata jurnal) https://ejournal.unuja.ac.id/index.php/pedagogik/oai, pertama di-harvest 28 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">REFRAMING CUSTOMARY INSTITUTIONS AS SOCIO-CULTURAL CAPITAL IN FAMILY EDUCATION: EVIDENCE FROM AN INDIGENOUS COMMUNITY IN INDONESIA</dc:title>
	<dc:creator>Ndraha, Ewi Darman</dc:creator>
	<dc:creator>Septiarti, Serafin Wisni</dc:creator>
	<dc:creator>Kurniawan, Fauzi</dc:creator>
	<dc:creator>Mendrofa, Ratna Natalia</dc:creator>
	<dc:creator>Lawolo, Arsen</dc:creator>
	<dc:creator>Rolanda, Viqri</dc:creator>
	<dc:subject xml:lang="en-US">Non-Formal Education</dc:subject>
	<dc:subject xml:lang="en-US">Customary Institutions; Family Education; Socio-cultural Capital.</dc:subject>
	<dc:description xml:lang="en-US">Customary institutions remain an important part of social life in many indigenous communities, yet studies examining their role as socio-cultural capital in strengthening family education are still limited. This study aims to analyze the role of customary institutions in reinforcing family education. The research employed a qualitative case study approach using in-depth interviews, observation, and documentation. Informants consisted of customary leaders, married couples, and community members selected purposively. The findings reveal that customary institutions contribute significantly to family strengthening through various traditional mechanisms, including Falöwa as a medium for reinforcing kinship relations, Famotu Ono Nihalö as premarital guidance for women, Fanika Era-Era Mböwö as moral education for men, and Amatunowa as a customary forum for family conflict resolution. These practices transmit values of responsibility, respect, solidarity, cooperation, and social harmony across generations. This study concludes that customary institutions function not only as cultural heritage but also as socio-cultural capital that enhances family resilience and maintains social cohesion within indigenous communities.</dc:description>
	<dc:publisher xml:lang="en-US">Nurul Jadid University</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2026-08-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/14718</dc:identifier>
	<dc:identifier>10.33650/pjp.v13i2.14718</dc:identifier>
	<dc:source xml:lang="ar-IQ">JURNAL PEDAGOGIK; Vol 13, No 2 (2026); 435-462</dc:source>
	<dc:source xml:lang="en-US">PEDAGOGIK: Jurnal Pendidikan; Vol 13, No 2 (2026); 435-462</dc:source>
	<dc:source xml:lang="id-ID">PEDAGOGIK : JURNAL PENDIDIKAN; Vol 13, No 2 (2026); 435-462</dc:source>
	<dc:source>2528-5793</dc:source>
	<dc:source>2354-7960</dc:source>
	<dc:source>10.33650/pjp.v13i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/14718/6509</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Ewi Darman Ndraha, Serafin Wisni Septiarti, Fauzi Kurniawan, Ratna Natalia Mendrofa, Arsen Lawolo, Viqri Rolanda</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>