Southeastern Philippines Journal of Research and Development

Pagdadalumat ng Pagkatao: Intersectionality, Praxis, and the Negotiation of Muslim Identity in the Philippines

2025-10-02T01:00:30+00:00

Muslim Filipino identity is dynamic and ever-evolving, shaped by historical, political, social, and diasporic forces. It remains entangled with colonial legacies, marginalization, and persistent othering. Historically, Muslims in the Philippines have struggled to identify with the state; in the 1980s, “Filipino” was their least preferred nationality. In today’s globalized world, the transnational nature of Muslim identity often outweighs national affiliations, reinforcing its fluidity and complexity. Thus, this study analyzes the changes and current constructs of Muslim Filipino identity in contemporary Filipino society. The study employed a qualitative research design to explore the lived experiences of ten (10) purposively selected participants—five Muslim and five non-Muslim. While the sample size is limited, it aligns with the qualitative research emphasis on depth over breadth, allowing for rich, contextual insights into their experiences. The indigenous method of pakikipagkwentuhan was used to gather data. Thematic analysis was conducted in a deductive manner based on the lens of Covar’s Pagkataong Pilipino. The analysis of data revealed the following major themes: Muslim Filipino resilience and resistance; Fluidity of Muslim Filipino identity; Challenging narratives on Muslim Filipinos; Muslim Filipinos on the duality of political and Islamic identities; Muslim Filipinos as citizens and as part of the greater ummah; and Muslim Filipino Identity in the continuum of struggle and healing. Although limited in scope, the study emphasizes the significance of political, cultural, and historical consciousness in shaping Muslim Filipino identity.

Maas Kamlon’s Leadership: Resistance, Negotiation, and the Path to Establishing Mindanao State University

2025-08-20T07:41:47+00:00

The historical resistance movements in the Sulu Archipelago represented a powerful event of transformative leadership during the pre-colonial period and through American colonialism, given that the Sulu Sultanate was a formidable maritime state. This research explores the multifaceted dynamics of resistance and negotiation in the context of Maas Kamlon, a visionary folk hero from Luuk, Sulu Archipelago, aiming to unveil the transformative pathways that culminate in an innovative agreement for the establishment of a new academic institution later named Mindanao State University. This paper employed a historical research of resistance and negotiations qualitatively from news reports, academic papers, and biopic films, including 11 in-depth interviews with family members and selected individuals, to investigate Maas Kamlon’s nature of resistance and negotiation strategies through transformative leadership. The research findings underline the historical roots of resistance in the Sulu Archipelago and the life of Maas Kamlon, including the timeline of events in which he initiated resistance and engaged in negotiations. Moreover, by employing Burns’ theory of leadership and Galtung’s theory of positive peace, the establishment of this academic institution symbolizes a transformative initiative to address systemic inequalities and expand educational opportunities for marginalized Muslim and IP communities. Ultimately, it is hoped that this research can serve as a means to incorporate historical events in the Philippines, particularly within history courses.

Igal Ka’mbo’an: A Sama Master’s Perspective on Passing Tradition to the Next Generations

2026-03-03T06:29:22+00:00

Igal, the traditional dance of the Sama people in Tawi-Tawi, holds profound cultural and historical significance as both a way of life and a ritual expression. Often compared to pangalay and pansak, igal possesses unique stylistic and symbolic elements that reflect the identity and traditions of the Sama community. Based on collaborative ethnographic research conducted in Bongao, Tawi-Tawi, from October to November 2024, including in-depth interviews and participant observation with Sama igal master Nursida Jaluddin, who also serves as co-author, this paper explores the nuances of igal, highlighting its variations in Sibutu and Bongao, and examines efforts to teach this art form to younger generations, particularly through initiatives at Mindanao State University– Tawi-Tawi College of Technology and Oceanography (MSU- TCTO). Despite these efforts, challenges persist, including limited resources, scarcity of skilled igal masters, and waning appreciation for the dance, which some audiences perceive as less entertaining. There is also a growing concern that festival- oriented innovations, introduced to enhance audience appeal, may overshadow and slowly displace more traditional forms, contributing to the misrecognition of ancestral igal as overly simple or outdated. However, opportunities for preservation and revitalization abound, such as the establishment of a School of Living Traditions (SLT) for igal, development of an igal guidebook, integration of igal into school curricula, and increased incentives for performers. Furthermore, deeper research into igal’s historical and cultural connections could strengthen its role in affirming Sama identity. This study highlights the importance of collaborative efforts to ensure the survival and transmission of igal to future generations, thereby safeguarding it as a living testament to Sama heritage.

Sisiye te Orodinge: Sustaining Mangalay as a Sangil Creative Process in Balut Island, Philippines

2026-02-21T07:53:27+00:00

As an embodied heritage practice rooted in cultural aesthetics, mangalay functions as a vital marker of identity and continuity among the Sangil of Balut Island in Sarangani, Davao Occidental, Philippines. While Philippine dance scholarship has extensively documented other regional dance forms, this local practice remains largely underexamined in ethnographic literature. Thus, this study explores how Sangil performers sustain mangalay as a living heritage practice while negotiating creativity, continuity, and socio-cultural change. Adopting a qualitative ethnographic approach, the research draws on participant observation, in-depth interviews, and document analysis with two recognized practitioners, Halim G. Tabi, Jr., and Roosevelt K. Atche, Jr. The findings reveal that mangalay is sustained through sisiye orodinge—a culturally sanctioned individual style that enables creative extemporization within established Sangil aesthetic conventions of fluidity, groundedness, and grace. While practitioners actively adapt the form through environmental inspiration, musical dialogue, and embodied memory, challenges such as digitalization, limited performance venues, and shifting community priorities necessitate community-rooted strategies for transmission. The study highlights how mangalay operates not as a static tradition but as a dynamically sustained practice shaped by embodied agency and collective responsibility. By foregrounding the interplay between individual creativity and communal continuity, this research contributes to broader discussions in dance ethnology and cultural sustainability, particularly within indigenous performance practices in the southern Philippines.

Indigeneity and the Anthropocene: Recontextualizing Modern Technology in the Lived World of the T’boli and Obu Manuvu

2026-01-21T06:56:27+00:00

The Anthropocene refers to the dystopic condition of the human world. Environmental destruction and socio-cultural degeneration now characterize humanity’s current state of affairs. To preserve indigenous culture, the intrusion of Western values must be resisted to escape the catastrophe brought by this technological onslaught. Employing the interpretive research method, Focus Group Discussions (FGDs) were conducted to investigate the way of life, social environment, and use of modern devices by members of two tribal groups in South and North Cotabato – the T’boli and Obu Manuvu. We present two schools of thought. On one hand, it is suggested that there has been an erosion of the cultural identity of Indigenous Peoples (IP) due to Information and Communication Technologies (ICT). On the other hand, it can be said that the T’bolis and Obu Manuvus have continued to live their unique way of life and traditions despite the presence of modern technology. According to Martin Heidegger, such an unfolding is unstoppable. This means that the essence of technology is part of man’s being. Andrew Feenberg explains that while technology has an instrumental role, it is also concerned with its adaptability to societal aspects, which he calls recontextualization, enabling people to benefit from the good made possible by modern devices.

Music and Culture: Appreciating Agutaynen’s Composo as a Reflection of Socio-Cultural Identity

2026-02-12T00:23:06+00:00

The relationship between music and culture has long been a subject of research, yet scholarly efforts on this topic remain limited in Palawan. The province is home to various ethno-linguistic groups, including the Agutaynen of Agutaya, whose traditional song, Composo, holds significant cultural meaning. While some lyrics have been documented online, academic studies examining their socio-cultural messages are notably absent. This paper examines how cultural values and beliefs are safeguarded and preserved through music, specifically analyzing the lyrics of Agutaynen Composo using a qualitative-descriptive approach. The analysis draws from existing documents provided by Composo performers in Agutaya, online sources, and insights from community elders. Findings reveal that Composo songs reflect key values and beliefs, including respect for elders and parents (maginalangen ung mga mepet ig ginikanan), cultural preservation (indi lipatan tang kulturang Agutaynen), family-oriented values (pagmal ung pamilya), courtship traditions (pag-intrisan tang lali may ang babay), communal happiness and cooperation (Kaambengan tang tanan ig tarabangan), and gendered family roles. This study contributes to cultural preservation efforts by providing an academic foundation for understanding and valuing Agutaynen traditions.

Vernacularism in Centralized Multicultural Societies: The Case of Javanese in Indonesia

2026-02-11T05:38:50+00:00

Most countries prioritize teaching and promoting national languages over vernacular languages. While national languages promote national identities, vernacular languages are viewed as embedding cultural identities. This paper investigates the decline and potential endangerment of Javanese, the most spoken vernacular in Indonesia, from the perspectives of Javanese language teachers, provincial government policies, and conservationists. Drawing on ethnographic fieldwork and semi-structured interviews with 20 Javanese language teachers, this paper examines the interplay between cultural identity, local affiliations, and national belonging. The teachers’ perspectives reveal a strong sense of ethnic pride and responsibility, while policymakers and conservationists emphasize the importance of preserving Javanese as a cultural heritage. Results show that multicultural nationalism sustains Javanese language acquisition and cultural appreciation, offering a paradigm for balancing regional diversity with national unity. The paper suggests that strategic language planning embeds vernacular languages and values them as a vital part of national identity.

A Humanistic Active-Learning Model for Anti-Violent Islamic Education in Indonesian Madaris

2026-01-14T01:30:53+00:00

Violence at school represents a vivid reality that persists in educational settings, affecting students in their emotional, social, and academic development. While seeking more integral and humane solutions to this problem, humanistic education has emerged as a promising alternative. This study aims to analyze the implementation of humanistic education as a preventive strategy to reduce violence in classroom environments. This research applies a humanistic learning model through an active learning approach as a prevention strategy against violence in the context of Islamic education. Drawing on Rogers’ (1969) Humanistic Learning Theory and Maslow’s (1954) Theory of Human Motivation, this examines how humanistic pedagogical theories foster peace, empathy, and moral development in students. A qualitative descriptive design was used to collect data from three madaris in Palembang, South Sumatra, Indonesia, through purposive sampling: eight participants per institution, consisting of one principal, one deputy principal for curriculum, and six teachers. Data sources include in-depth interviews, classroom observations, and document analysis, which are verified through expert reviews, initial trials, and triangulation. Findings reveal that humanistic education, which emphasizes the development of students’ potential, creativity, and freedom of expression, serves as an effective strategy for fostering a violence-free learning environment. The teacher, as a role model, facilitator of learning, and promoter of positive and dialogic relationships with students, significantly contributes to the enhancement of students’ intellectual, spiritual, and moral capacities. Therefore, the humanistic approach is not only relevant in mitigating classroom violence but also essential in shaping students’ holistic character development. Humanistic principles should be the core of professional development and policy considerations in teacher training programs and curriculum reforms to improve anti-violence education in Islamic schools.

Robot-Assisted Language Learning (RALL) for Communication Skills Development in Maritime-Themed EFL Education: A Study of Secondary School Students in West Sulawesi, Indonesia

2025-12-25T07:47:34+00:00

Obstacles to communication practice in English as a Foreign Language (EFL) classrooms are often experienced due to a lack of access to authentic, life-related learning materials, fear of peer assessment, culturally unfamiliar textbook content, and exam-related pressures. These situations often inhibit students’ willingness to speak and reduce ongoing engagement. In response to these issues, this study aims to explore whether Robotic Assisted Language Learning (RALL) supported by maritime-themed teaching materials can help improve students’ communicative interactions in a culturally relevant context. Respondents were students randomly selected from six junior high schools in Polewali Mandar, Indonesia. The schools were purposively selected based on the following three criteria: (a) coastal or semi-coastal areas, (b) implementation of the national EFL curriculum by the Ministry of Education, and (c) school availability to conduct technology-based classroom observations. Following this purposive sampling, classes within each school were randomly selected, and students who met the inclusion criteria (aged 13–14, in 7th grade) were invited to participate. A total of 238 students participated in the study. Mixed-methods design was used, with quantitative and qualitative data collection, with analysis occurring in parallel, and integrated during interpretation. Data sources included a 20-item Likert-scale survey to measure learner readiness, perceived usefulness, and affective responses to RALL, as well as semi-structured interviews inquiring about students’ lived experiences. Results indicated a strong learner preference for the use of AI-powered tools, thematically including ChatGPT, Duolingo, ELSA Speak, and Cici Bot. Quantitative findings consistently reflected positive perceptions and stable response patterns, while qualitative findings described how RALL reduced anxiety levels, encouraged repeated practice, and provided a safer and less stressful environment for communication. The results of this study have practical implications for the development of context-relevant, sustainable EFL instruction that enhances engagement, which does not rely solely on traditional, textbook-based acquisition.

AI-Assisted Writing and Student Proficiency: Argumentation and Problem-Solving Skills of Undergraduate Students in Bengkulu, Indonesia

2026-03-11T07:46:32+00:00

Previous research on AI-assisted writing tools has predominantly used quantitative methodologies, emphasizing students’ performance and learning outcomes. It largely overlooks students’ qualitative experiences, particularly with respect to argumentation and problem-solving skills. To address this gap, the present study investigates the influence of AI-facilitated writing tools on writing proficiency, with a specific focus on problem-solving and argumentation skills among 10 Indonesian undergraduates using Grammarly, ChatGPT, and QuillBot. Employing a qualitative exploratory design, data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns in cognitive and metacognitive engagement. Argumentation was assessed through students’ accounts of refining claims, evaluating the logical relevance of supporting ideas, and identifying fallacies. Problem-solving skills were defined as the ability to address rhetorical challenges and revise structural inconsistencies. Findings revealed that AI tools significantly supported students in developing clear arguments, recognizing logical fallacies, and resolving writing-related challenges. Participants indicated that AI-facilitated tools contributed to the development of higher-order writing skills and promoted critical thinking and metacognitive awareness, alongside improvements in argumentation and problem-solving features. These findings indicate that, when mediated by effective pedagogy, AI-assisted writing tools can function as cognitive scaffolding in academic writing, supporting independent thought and sound reasoning. The research advocates for the integration of AI technologies into writing instruction, emphasizing the necessity of pedagogical balance to enhance deep learning by fostering independent metacognitive sensitivity. The study highlights the significance of employing AI technologies as supportive resources within balanced instructional strategies, rather than as replacements for traditional teaching methods.

Ageist Language in Doctor-Patient Interactions in Malaysia and Pakistan: A Comparative Qualitative Study

2026-03-11T01:19:13+00:00

Much research on interactions between doctors and their older patients (Peck, 2011; Samra et al., 2015) has focused on patient attitudes or satisfaction. Previous research on older patients focused either on their healthcare needs (Shah et al., 2021) or their limited health literacy (Salim et al., 2022). Drawing upon qualitative comparative design and thematic analysis informed by Levy’s (2009) age stereotype embodiment theory (SET), this study critically examines ageism in doctor-patient interactions in Malaysia and Pakistan. Thirty (30) participants (15 from Pakistan and 15 from Malaysia) selected through purposive sampling participated in this study and shared their responses. Findings reported that doctor-patient interactions were influenced by ageism, which manifested in some doctors employing ageist language, ridiculing older patients, emphasizing their perceived ineffectiveness, disregarding their opinions, patronizing, and infantilizing them. Moreover, cross-country differences in the use of ageist language were reported, and these differences included Malaysian doctors associating older persons with diseases and Pakistani doctors linking older persons with emotional vulnerability. Comparative, discourse-informed application of SET in Malaysia and Pakistan is a novel methodological contribution of this study. This study presents implications in relation to healthcare communication. While appropriate communication with patients is taught in some medical faculties, focus on communicating with older patients should also be incorporated in such courses.

Intercropping of Sweet Corn (Zea mays L. var. saccharata) and Turmeric (Curcuma longa L.) for the Management of Fall Armyworm, Spodoptera frugiperda (J. E. Smith) and its Economic Feasibility

2025-10-27T07:25:05+00:00

This study evaluated the ecological, agronomic, and economic effectiveness of intercropping sweet corn (Zea mays L. var. saccharata) with turmeric (Curcuma longa L.) against monoculture sweet corn for the management of the fall armyworm, Spodoptera frugiperda (J. E. Smith), and enhancement of land productivity. The experiment was conducted over two successive sweet corn cropping cycles and one turmeric cycle in Indonesia. The results varied temporally: the first cropping cycle showed no significant effect on vegetative pest infestation or damage. However, in the second cycle, the established intercropping system significantly reduced the percentage of infested plants, leaf damage intensity, and larval populations of S. frugiperda. Crucially, ear infestation was significantly lower in the intercropping plots during both cycles. Agronomically, reduced pest pressure led to significantly higher sweet corn cob weight in the second cycle under intercropping than under monoculture. Economically, the intercropping system demonstrated superior financial viability, yielding nearly six times higher net profit. This profitability was confirmed by strong metrics: Revenue/Cost (R/C), Benefit/Cost (B/C), and Return on Investment (ROI) ratios of 2.50, 1.502, and 150.2%, respectively, all exceeding monocultures. The lower break-even point with intercropping also indicated superior land-use efficiency. These overall findings suggest that the sweet corn–turmeric intercropping system is a sustainable, profitable, and ecologically sound strategy for S. frugiperda management and improving agricultural resilience.

Editorial Preface

2026-03-30T01:21:59+00:00