The Role of the Islamic Education Subject and the Local Tradition in Strengthening the Nationalism of the Border Society

Temajuk village is one of the areas in the district of Sambas, West Borneo which is a bordering are with Malaysia. Its location that is far from the center of government and close to the territory of another country can, to some extent, threaten the border society's nationalism. Through a qualitative approach, this study examined the role of the Islamc education subject (PAI) and the local tradition (saprahan) in strengthening the nationalism of the border people. The results showed that at least there are three teaching materials of Islamic Education (PAI) relevant to the values of nationalism i.e., democracy, tolerance, and unity and harmony. Such materials have a strategic role in providing nationalism reinforcement of students at a senior high school level. Meanwhile, the saprahan tradition which has been held fast by Temajuk people showed that their nationalism principles are contained therein, i.e., unity, equality, and performance. The tradition also has a social function for the inhabitants of Temajuk to fulfill their basic and secondary needs.

$QDOLVD -RXUQDO RI 6RFLDO 6FLHQFH DQG 5HOLJLRQ UHOHDVHG D QHZ HGLWLRQ YRO QR 7KLV LV WKH WKLUG HGLWLRQ SXEOLVKHG LQ (QJOLVK VLQFH LWV EHJLQQLQJ LQ 7KLV YROXPH UHOHDVHG LQ WKH PLG RI YDULRXV DFWLYLWLHV DQG WKH KHFWLF VFKHGXOH LQ WKH RdFH +RZHYHU WKLV HGLWLRQ LV SXEOLVKHG DV scheduled. Many people have contributed in this edition so that publication process of the journal is managed smoothly. The month of June in which this journal on the process of publishing is a month ZKHQ 0XVOLP SHRSOH DURXQG WKH ZRUOG FHOHEUDWHG WKH ,HG )LWU WKHUHIRUH ZH ZRXOG DOVR FRQJUDWXODWH to all Muslim fellows to have happy and blessing day on that occasion. This volume consistently issues eight articles consisting some topics related to Analisa scopes as follows; religious education, religious life, and religious text. Those articles are written by authors IURP GLcHUHQW FRXQWULHV LQFOXGLQJ ,QGRQHVLD $XVWUDOLD ,QGLD DQG *UHHFH 7KUHH DUWLFOHV FRQFHUQ on the education, one article focuses on the life of Hindu people. Furthermore, three articles discuss about text and heritage, and the last article explores on the evaluation of research management. We do hope you all enjoy reading the articles.  SUHVHQW YDULRXV SUREOHPV faced by people of the border region in a historical perspective. They maintained that the problems between the two countries have been going on a long time, not only on the country border issues, but also on the people's mindsets particularly related to problems of remoteness DQG EDFNZDUGQHVV ,Q DGGLWLRQ WR WKH VHWWOHPHQW of bilateral and regional issues, the settlement of the border issue also needs to be solved in DQ LQWHJUDWHG PDQQHU ,W VKRXOG QRW KDOW RQO\ in territorial development with military force, but inculcate a sense of togetherness, and love of the homeland in maintaining the integrity of ,QGRQHVLD

Nationalism in the Social Overview
The term nationalism is associatively used for people in the border region which is geographically closer to neighboring countries than its own country.

Culture as the Root of Nationalism
,QGRQHVLD DV D PXOWLFXOWXUDO FRXQWU\ KDV EHHQ developing in the midst of ethnic and cultural diversity. Any positive perception towards the diverse cultures as the national identity should be nurtured in order to foster pride for the country. ,Q UHODWLRQ WR QDWLRQDOLVP D VWXG\ FRQGXFWHG E\ 6XVDQWR KDV IRXQG WKDW WKHUH is a positive correlation between the perception of cultural diversity and nationalism. This is SDUWLFXODUO\ UHOHYDQW JLYHQ WKDW ,QGRQHVLDQ nationalism is actually built on diversity that fosters an attitude to accept a wide range of cultural diversity.
One of the aspects on nationalism is pride RI WKHLU QDWLRQDO LGHQWLW\ 3DPXQJNDV 6XSULKDWLQ ,W FDQ EH UHDOL]HG E\ GHYHORSLQJ DQ DWWLWXGH RI SULGH LQ WKH ,QGRQHVLDQ FXOWXUH %HVLGHV WKH QDWLRQDOLVP RI ,QGRQHVLDQ society is able to be actualized by creating a resilience of culture amid the challenges of globalization. The resilience of culture as a cultural strategy in dealing with the global changes should be raised without losing the characteristic of a JHQXLQH FXOWXUH RI ,QGRQHVLDQ SHRSOH 0DNPXU .
Nationalism is rooted in a culture system RI SHRSOH ZKR GR QRW NQRZ HDFK RWKHU ,Q WHUPV RI WKH ,QGRQHVLDQ FRQWH[W XQLW\ DV RQH of the nationalism principles means territorial unity of the country including unity in cultural DVSHFWV 6XSULKDWLQ 7KHUHIRUH WKH strengthening of local culture and tradition as part of the nation's identity can be done as an attempt to create a culture of resistance in the era of globalization. Furthermore, it can be performed by preserving the values of local tradition i.e., Saprahan tradition in Sambas, West Borneo.

RESEARCH METHOD
This study used a descriptive qualitative approach with a case study. Data was collected by interviews, observation, and documentation. The interviews were conducted in an informal and unstructured manner. The informal interviews relied on the researcher's memories RI FRQYHUVDWLRQV ZLWK WKH LQIRUPDQ (QGUDVZDUD ZKLOH WKH XQVWUXFWXUHG LQWHUYLHZV provided chances for the researcher to improvise LQ REWDLQLQJ UHOHYDQW GDWD 6DQWRVD DQG 0XOLDZDQ +DPGDQL 7KHVH LQWHUYLHZ WHFKQLTXHV were to provide convenience and opportunity for the researcher to get closer to the informants, i.e., WKH WHDFKHUV RI ,VODPLF HGXFDWLRQ VXEMHFW 3$, the students, and the people. Moreover, the informal and unstructured interviews brought the researcher to have ample opportunities in exploring deeply the relevant data without relying too much on the interview guidelines.
Furthermore, data was collected by REVHUYDWLRQ ,Q WKH REVHUYDWLRQ WKH UHVHDUFKHU SRVLWLRQHG KHUVHOI DV ³DQ REVHUYHU DV D SDUWLFLSDQW´ OLNH ZKDW KDV EHHQ SURSRVHG E\ *ROG LQ addition to three other researcher's roles; a full participant, a participant as an observer, and a full observer. The role of researchers in the FRQWH[W RI ³DQ REVHUYHU DV D SDUWLFLSDQW´ LV GRQH E\ being in the community studied, with a minimal LQYROYHPHQW RI WKH UHVHDUFKHUV *ROG DV FLWHG LQ 'D\PRQ DQG ,PP\ +ROORZD\ To search for data on this tradition, the researcher positioned herself as part of the community attending the Saprahan invitation in some families. As to the information concerning the LPSOHPHQWDWLRQ RI WKH ,VODPLF HGXFDWLRQ VXEMHFW the researcher did some direct observations by sitting in classrooms with students. Through this position, the researcher can directly observe every activity of the community, the school and the society in the border region. Accordingly, data obtained through interviews and observation was supported by other documents relevant to the focus of research. Data was analyzed by using an interactive model approach that includes three stages, i.e., data reduction, data presentation, and conclusion. This analysis was completed by initially grouping of the data according to the formed patterns. Then, it was followed by data presentation of all data ZKLFK ZHUH  Furthermore, their mission on improving the maritime insight and the spirit of nationality is a strategic step in instilling a sense of nationalism for students. The maritime insight the school wants to cultivate departs from the potential RI WKH VHD ZKLFK LV RZQHG E\ 7HPDMXN LQ ZKLFK 60$1 3DORK LV ORFDWHG 7KH VWULQJ RI EHDFKHV VWUHWFKLQJ DORQJ NP RcHUV WKH SRWHQWLDO RI rich marine resources, so the school is willing to produces generation with maritime minded who are capable of processing marine resources well.
Presentation of the vision and mission of the school is beautifully wrap up to lure the growing sense of nationalism on students. A mission-YLVLRQ ERDUG LV VHW RQ D EDFNJURXQG GUDZQ ZLWK D PDS RI ,QGRQHVLD DV 1.5, UHG DQG ZKLWH ÀDJ DQG an eagle as a symbol of the country in which there D ZULWWHQ VORJDQ ³8QLW\ LQ 'LYHUVLW\ ´ 7KH ERDUG is put at the main entrance that allows students to see and read it every day. The school hopes that this board inspires the spirit of nationalism IRU VWXGHQWV ,Q DGGLWLRQ WKH VHOHFWLRQ RI EULJKW red font color symbolizes the spirit and courage. ,W LV LQWHQGHG WR LQÀDPH WKH QDWLRQDO VSLULW DQG FRXUDJH RQ VWXGHQWV ¶ VRXOV WR PDLQWDLQ 1.5, whatever it may happen.
$ 0RQGD\ ÀDJ UDLVLQJ FHUHPRQ\ LV DOVR regularly performed in the schools to instill nationalism on students. The ceremony involves all teachers to be the executive committee of WKH FHUHPRQ\ 7KH UDLVLQJ WKH ,QGRQHVLDQ ÀDJ reading Pancasila DQG UHDGLQJ WKH RSHQLQJ WH[W RI 88' ,QGRQHVLDQ )RXQGDWLRQDO $FWV DUH a series of ceremony that must be performed in order to develop a love of students and of teachers RQ ,QGRQHVLD ,QVWLOOLQJ ORYH RI FRXQWU\ WKURXJK WKH ÀDJ ceremony could also be performed well with RFFDVLRQDOO\ LQYROYLQJ 71, IURP XQLW VHFXULW\ IRUFHV RI WKH ERUGHU FURVV UHJLRQ 3DPWDV /LEDV as the executive committee of the ceremony. This initiative was done on purpose so students could gain a national insight and nationalism through direct guidance and direction from the The environmental concern is imparted to all students through upholding the principles of equal rights and obligations, without discriminating students with others.
To encourage a culture of mutual cooperation and discipline of students, the school also arranges schedules in groups. Another verse in the Quran that teaches virtue of musyawarah as part of the democratic SULQFLSOH LV 4 6 $VK 6KXUD > @ ZKLFK PHDQV ³$QG IRU WKRVH ZKR UHFHLYH REH\ WKH call of God and perform prayers, while their DcDLUV GHFLGHG E\ FRQVHQVXV DQG WKH\ VSHQG in the most part of the provisions which We have EHVWRZHG RQ WKHP 4 6 $VK 6KXUD > @ 7KH FRQWHQW RI 4 6 $VK 6KXUD > @ enlists the virtues of musyawarah concerning issues related to worldly and common interests. Some commentators of the Qur'an argue that the importance of musyawarah is parallel to the FRPPDQG RI SUD\HUV DQG RI FKDULW\ ,W FDQ EH VHHQ from the command position of musyawarah that is put in between command of those two deeds 7KR\DU D At practice, musyawarah as part of the democratic principles has been implemented LQ ,QGRQHVLD IURP WKH VFRSH RI IDPLO\ VFKRRO community, and country. Musyawarah which is WDXJKW LQ FODVV ; JUDGH LV ORDGHG ZLWK QDWLRQDOLVP principles that can be implanted by teachers to HDFK VWXGHQW .DUWRGLUMR DV FLWHG LQ 6DOHK FODLPHG WKDW WKHUH DUH ¿YH SULQFLSOHV of nationalism, i.e., unity, liberty, equality, personality, and performance. Related to the FXUULFXOXP WKH VXEMHFW RI ,VODPLF (GXFDWLRQ on musyawarah contains two principles, freedom and equality. The principle of liberty, as GHVFULEHG E\ 6XSULKDWLQ PDLQWDLQV that the principle of liberty in the context of nationalism leads to the freedom of religion, speech, and organization. This principle is visible at the activities of musyawarah that teaches us to respect freedom of opinion and speech for all members. The second principle of nationalism implied in musyawarah is equality, i.e., equality in status, rights, obligations and opportunities 6XSULKDWLQ musyawarah as part of GHPRFUDF\ IXO¿OOHG ZLWK WKH YDOXHV of equality, rights and obligations among members involved in deliberations. All elements in musyawarah have rights, obligations and opportunities in PDNLQJ GHFLVLRQV )URP WKH DERYH H[SODQDWLRQ it is clear that there are some portions in the

Strengthening Nationalism through Students Character Formation
The formation of students' character through WKH ,VODPLF HGXFDWLRQ VXEMHFW FDQ EHQH¿W IURP using some chances. One of the chances is to select appropriate materials or to insert the QDWLRQDO YDOXHV LQ WKH VXEMHFW ,Q DGGLWLRQ WKH XVH of appropriate learning methods developed by teachers might help build the national character of students. For example, by utilizing the location of the school that borders with neighboring countries, the learning process can occasionally be done outside the classroom with the concept of QDWXUDO UHÀHFWLRQ tadabbur 7KH PDWHULDOV JLYHQ DUH ORYH IRU *RG DV 7KH &UHDWRU RI WKH XQLYHUVH and the love for the country as the beachhead earth.
The cultivation of nationalism through the subject in this school is not applied optimally. The existence of the school, located in the border region, has yet been able to inspire and motivate teachers to inculcate the spirit of nationalism to the students through learning the subject. Nationalism instilled by the teachers is limited to just a motivation to students to study hard so that WKH\ FDQ DFFRUGLQJO\ NHHS EXLOGLQJ WKH QDWLRQ HVSHFLDOO\ 7HPDMXN YLOODJH Based on data obtained from the questionnaires, there are some students LQIRUPLQJ RQ KRZ WKH WHDFKHUV RI 3$, KDYH instilled nationalism to students. Some of the WHDFKHUV ¶ PRWLYDWLRQ WR WKH VWXGHQWV VXFK DV

1) Instilling love of Indonesia, for love of Indonesia is part of faith
Planting love of the country is in line with WKH WHDFKLQJV RI ,VODP 7KH ORYH RI WKH FRXQWU\ LV part of faith. That the students are one hundred percent Muslims allows teachers to infuse the spirit of nationalism in accordance with the WHDFKLQJV RI ,VODP

2) Complying with applicable norms
7KH PDWHULDOV RI ,VODPLF HGXFDWLRQ VXEMHFW contain a lot of formation of good attitudes. One of the teachings instilled by teachers to students is a suggestion to comply with the applicable norms, either religious or social norms. The attitudes to comply the norms are part and parcel a strategic media in fostering harmony in society.

3) Deliberation in solving problems
The teachers of the subject instill the importance of deliberation through a discussion on the teaching materials. The formation of discussion groups is carried out to accomplish WKH WDVN JURXSV LQ UHODWLRQ WR WKH PDWHULDOV EHLQJ WDXJKW ,Q WKLV GLVFXVVLRQ WKH VWXGHQWV train themselves to respect the opinions of others by prioritizing unity to achieve the goal. &XVWRPL]DWLRQ RI GHOLEHUDWLRQV LQ WKH JURXS discussions at the classroom and in the school will be a valuable provision for students in their social life. With deliberation, they will be able to tighten brotherhood, friendship and unity in society.

4) Providing exemplary attitudes to students
One of the strategies used by the teachers RI 3$, LQ FXOWLYDWLQJ QDWLRQDOLVP WR VWXGHQWV LV to provide exemplary attitudes to students. The teachers demonstrate the exemplary attitudes E\ SDUWLFLSDWLQJ WKH SURJUDP RI ,QGRQHVLD H[SORUDWLRQ ,QWURGXFLQJ WKH ERUGHUV RI ,QGRQHVLD is an activity that is very important not only for students, but also for teachers, particularly the WHDFKHUV RI 3$, 7KHLU LQYROYHPHQW LQ WKLV SURJUDP shows to students that there are concerns and VHQVHV RI QDWLRQDOLVP RI WKH WHDFKHUV E\ NQRZLQJ PRUH GHHSO\ DERXW ,QGRQHVLD 7KH LQYROYHPHQW RI 3$, WHDFKHUV DQG RWKHU WHDFKHUV H[FHSWLRQDOO\ motivates students to participate in the program, which will foster a sense of love and caring of VWXGHQWV WR WKH XQLW\ RI ,QGRQHVLD Even though the nationalism inculcation WKURXJK OHDUQLQJ WKH ,VODPLF HGXFDWLRQ VXEMHFW LV yet optimal, the teachers of the subject have fully engaged in activities nuanced with nationalism cultivation outside the school, their involvement LQ WKH DFWLYLWLHV RI WKH ,QGRQHVLD H[SORUDWLRQ arranged by scouts. Furthermore, this activity usually involves the unit security forces of the border cross region who are competent with WKH PDWHULDO ,Q WKLV DFWLYLW\ WKH VWXGHQWV DUH LQWURGXFHG WR WKH VWDNHV LQ 7HPDMXN ZKLFK LV D ERXQGDU\ PDUNHU EHWZHHQ ,QGRQHVLD DQG 0DOD\VLD 7KH 7HPDMXN VWDNHV VSUHDG RYHU PRUH WKDQ VWDNHV 7KH LQWURGXFWLRQ RI WKH ERXQGDU\ PDUNHUV LV SHUIRUPHG E\ PHDQV RI D compass and GPS. The use of these two tools will KHOS VWXGHQWV UHFRJQL]H WKH SK\VLFDO VWDNHV DQG their coordinates, so that students and teachers ZLOO NQRZ ZKHQ WKH VWDNHV VKLIW IURP LWV RULJLQDO SRVLWLRQ 7KH LQWURGXFWLRQ RI WKHVH VWDNHV DQG coordinates is an attempt of the school to nurture a sense and a strong spirit of nationalism on the students and the teachers, given the geographical location of schools in the border region.

Harmony of The Border Society in the Saprahan Tradition
Nationalism of the border people can be seen from how they preserve and develop cultural, QDWLRQDO DQG UHJLRQDO YDOXHV ,Q WKH VRFLDO OLIH VWXGHQWV DQG SHRSOH RI 7HPDMXN LQWHUPLQJOH in preserving their local cultures. One of the activities loaded with the values of the local FXOWXUHV 6DPEDV LV WKH Saprahan tradition.
The tradition of Saprahan is one of the Sambas-Malay traditions that has developed since DQFLHQW WLPHV ,W KDV VWXUGLO\ LQÀXHQFHG 6DPEDV VRFLHW\ KDUPRQ\ LQFOXGLQJ 7HPDMXN LQKDELWDQWV Saprahan itself is a tradition of having meals together performed in a family and in special PRPHQWV ,Q LWV KLVWRU\ 6DPEDV 0DOD\ VRFLHW\ used the tradition for celebrating marriages 8WDPD %\ KDYLQJ PHDOV WRJHWKHU DQG VLWWLQJ RQ WKH ÀRRU Saprahan PDNHV WKH LQYLWHG guests intertwined with a sense of togetherness among the tribes in Mempawah. Additionally, WKH WUDGLWLRQ VLJQL¿HV D UREXVW VRFLDO VROLGDULW\ DPRQJ WKH SHRSOH *DUD ,Q OLQH ZLWK *DUD :XODQ Q G DOVR LQWHUSUHWV WKDW WKH tradition symbolizes a sense of friendship and a sense of cooperativeness with the philosophy of KHDY\ KDQGV PDNH OLJKW ZRUN VWDQGLQJ DV KLJK DV together, sitting as low as together.
The chief of culture and tourism department RI 3RQWLDQDN +LO¿UD +DPLG FRQ¿UPHG WKDW WKH tradition is a tradition of Malay society by having meals together, which alludes to wisdom of respecting elders, cherishing leaders or respected SHUVRQV 7KHUH LV DOVR D VHQVH RI NLQVKLS DQG inseparableness within the tradition. Besides, it implies teachings to behave politely while enjoying meals at an event, to sit in a good way where men sit in their cross-legged position, ZKLOH ZRPHQ VLW E\ NQHHOLQJ $QGLODOD The values of closeness and social solidarity in the tradition are closely attached to the principles of nationalism.
Saprahan in its development is not only KHOG IRU ZHGGLQJ SDUWLHV ,QVWHDG WKH SHRSOH use Saprahan to celebrate joyful events, such as marriage, birth and celebration events in WKH PRQWK RI 6KD ¶EDQ ZHOFRPLQJ WKH PRQWK RI 5DPDGDQ ,Q WKH PRQWK RI 6KD ¶EDQ IRU H[DPSOH PRVW SHRSOH LQ 7HPDMXN KROG Sarukan, which PHDQV ³FDOO´ RU ³LQYLWDWLRQ´ IRU D FHOHEUDWLRQ DQG KDYLQJ D PHDO WRJHWKHU ,Q RQH GD\ LW LV DOPRVW certain that there is Sarukan coming from people ZKR ZDQW WR FHOHEUDWH WKHLU MR\IXO PRPHQWV ,Q fact, towards the end of the month of Sha'ban, the inhabitas can receive Sarukan two to three times D GD\ 8 DQ LQWHUYLHZ GDWHG -XQH ,Q WKLV event, the tradition of having meals together is strongly ostensible. equal parts. The entire groups of the invited guests get the same dish menu and are not distinguished among their social status. They also sit cross-legged RQ WKH ÀRRU LPSO\LQJ WKH SKLORVRSK\ RI ³VWDQGLQJ together as high as possible, sitting together as low DV SRVVLEOHT he meals served in each group are enjoyed together to the point that the impression of sharing and solidarity is very noticeable. For example, D PHGLXP VL]HG SLHFH RI FKLFNHQ LV HQMR\HG E\ ¿YH SHRSOH 7KH ZD\ HDFK SHUVRQ HQMR\V LW LV E\ ³SLQFKLQJ´ WKH FKLFNHQ (DFK PHPEHU RI WKH JURXS should also be able to refrain from eating a big portion of it and to give the opportunity for others to enjoy the meal.
Signifying the Saprahan tradition is very relevant if examined from the perspective of IXQFWLRQDOLVP 2QH RI WKH ¿JXUHV RI IXQFWLRQDOLVP WKHRU\ LV %URQLVODZ 0DOLQRZVNL +H KROGV WKDW DOO HOHPHQWV RI FXOWXUH EHQH¿W IRU D community in which these elements exist. The cultural elements function, for the community, to meet the basic needs for meals, security, growth, DQG RWKHU EDVLF QHHGV 7KH HOHPHQWV DOVR IXO¿OO their secondary needs, such as the need to have cooperation with others in satisfying their basic QHHGV 0DOLQRZVNL DV FLWHG LQ (PEHU DQG 0HOYLQ As an element of the local cultures, the Saprahan tradition has a function to meet the needs of the local society. The border people harmony is evidently perceived as manifestation of the function of Saprahan WUDGLWLRQ DV VWDWHG E\ 0DOLQRZVNL ZKR VDLG WKDW DOO WKH FXOWXUDO HOHPHQWV DUH EHQH¿FLDO WR VRFLHW\ 7KH WUDGLWLRQ ZKLFK LV WKH tradition of having meals together, clearly has a IXQFWLRQ WR PHHW WKH QHHGV RI IRRGV ,Q WKH WUDGLWLRQ meals that are served have the elements of basic human needs. Furthermore, the tradition is also able to come across the basic needs of security for the border society. Togetherness built through the tradition of having meals together is able to create a sense of security, safety, and comfort. This is due WR WKH WUDGLWLRQ LV SHUIRUPHG E\ VLWWLQJ RQ WKH ÀRRU together regardless of the people's social status.

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The function of Saprahan tradition in IXO¿OOLQJ WKH EDVLF QHHGV FHUWDLQO\ KDV LPSOLFDWLRQV for the emergence of a secondary need, i.e., a need to cooperate with each other in meeting the basic needs. To realize the Saprahan tradition HYHQW LW GH¿QLWHO\ QHHGV PDQ\ WKLQJV WR RUJDQL]H from the preparation and demonstration of the event. To prepare dishes that will be served, the host requires cooperation with the community WR ZRUN WRJHWKHU WR FRRN PHDOV DFFRUGLQJ WR WKH W\SH RI FXLVLQH WKDW KDV EHHQ DJUHHG ,Q WKH implementation, the host needs help of other community members to serve meals to all guests. The situation of reciprocal need from one to DQRWKHU PDNHV D VWURQJ VRFLDO F\FOH HVSHFLDOO\ for the border people with neighboring countries which are susceptible to fading nationalism.
From the above explanation, it denotes that the Saprahan tradition has a social function in realizing the harmony of the border society. There are at least three principles of nationalism within WKH WUDGLWLRQ 7KH ¿UVW LV XQLW\ ZKLFK LV IRUPHG through unity and social solidarity of the border SHRSOH ,Q WKH PLGGOH RI WKH ZDQLQJ RI QDWLRQDOLVP issue of border communities, the Saprahan tradition becomes a cement of harmony in the border community. The social interaction in the tradition will be able to build up the sense of unity DV IHOORZ FLWL]HQV RI ,QGRQHVLD The second is equality that points to equality among the various groups who accomplish the Saprahan tradition. The philosophy of "standing as high as possible together, sitting as low as SRVVLEOH WRJHWKHU´ FRQWDLQHG ZLWKLQ WKH WUDGLWLRQ of Saprahan can be seen from the same treatment to all guests regardless of their social positions and statuses. All the guests invited in the tradition HQMR\ PHDOV E\ VLWWLQJ RQ WKH ÀRRU DQG LQ JURXSV DQG WKH W\SHV RI IRRG VHUYHG DUH QRW GLcHUHQW among the groups. The equality principle shown in Saprahan tradition will strengthen the spirit of nationalism of the border society to cooperatively XSKROGV WKH LQWHJULW\ RI ,QGRQHVLD Third is personality, which is demonstrated by the commitment of the border society in preserving local traditions or form Saprahan WUDGLWLRQ ,Q WKH PLGVW RI WKH RQVODXJKW RI globalization, the border society still maintain their national pride by holding the sturdiness of local traditional heritage. The preservation of traditions Saprahan creates a cultural resilience so that they can survive in the middle of this era. The Sense of pride toward local traditions as part of their national identity is proved by their maintenance of the Saprahan tradition in any event organized by the inhabitants. The spirit to preserve the Saprahan tradition appears not only in the rich people, but the poor people also try to carry on this tradition, especially during the month of Sha'ban. This is demonstrated by the invitation of citizens namely Sarukan or a reciprocal invitation among the people, even in the end of Sha'ban, the Sarukan invitation for person can reach three places in one day.
Moreover, the Saprahan tradition has a moral message that plays a role in nourishing the spirit of nationalism for the border residents. The sense of togetherness and solidarity within the implementation of the tradition fosters a mutual respect and a sense of belonging to each fellow ,QGRQHVLDQ FLWL]HQ $OVR WRJHWKHUQHVV WKDW FRPHV up with the having meals along with a sitting SRVLWLRQ RQ WKH ÀRRU FDQ GUDZ UHVSRQVLYHQHVV WR equal rights and obligations as citizens to jointly PDLQWDLQ WKH XQLW\ RI ,QGRQHVLD Strengthening nationalism of the border VRFLHW\ LQ 7HPDMXN 9LOODJH LV GRQH WKURXJK WKH synergy between religious education in schools and the preservation of the Saprahan tradition in the community. Theoretically, religious education teaches the values of nationalism to students via relevant materials. Among them are materials on democracy, tolerance, and unity and harmony. While in practice, the tradition embeds the values of togetherness, of unity, and of harmony that can strengthen nationalism of border society.

CONCLUSION
The circumstance of the border society, which is geographically close to the territory of another country actually has raised concerns on the loss of the society's nationalism. Some attempts to strengthen the sense of nationalism of the border inhabitants are performed synergically at schools and communities. At a school environment, the strengthening of students' nationalism is realized through optimizing the UROH RI WKH ,VODPLF (GXFDWLRQ ,VODP VXEMHFW since the materials support and are relevant to the values of nationalism therein i.e., democracy, tolerance, and unity and harmony. Through these materials, teachers can help inculcate the values of nationalism to students for they are the young JHQHUDWLRQV DQG VXFFHVVRUV RI ,QGRQHVLD ,Q WKH VRFLDO OLIH SUHVHUYLQJ ORFDO WUDGLWLRQV that still exist to this day can be an alternative to strengthen the values RI QDWLRQDOLVP RI 7HPDMXN inhabitants. Among the traditions is Saprahan.