Journal of Language, Literature, and Educational Research

an Open Access Journal

Pesugihan as a Cultural Belief System in Contemporary Indonesian Drama

Putry Afrianti
Muhammadiyah University of North Sumatra
Indonesia
putryarianti@gmail.com
Beth N Matugu
Kenyata University
Kenya
Ali Daneshvar Kiyan
University of Tehran ROR
Iran, Islamic Republic of
Toreba Firuza
Karakalpak State University ROR
Uzbekistan
Abdurahman Ahmed Ali Milad
Alasmarya Islamic Univeristy
Libya
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  • Purpose of the study: This study aims to examine the cultural representation of pesugihan in the drama script Pesugihan Nayan Tula by Afrion using a literary anthropology approach to reveal embedded cultural values, belief systems, and socio-cultural structures reflected in the narrative

    Methodology: This study employed a qualitative descriptive method using a literary anthropology approach. The primary data source was the 2016 published drama script by Laboratorium Sastra Medan. Data were collected through documentation techniques and analyzed using cultural category frameworks based on Koentjaraningrat’s anthropological theory and Ratna’s literary anthropology perspective.

    Main Findings: The findings reveal that pesugihan is represented as a cultural belief system rooted in animism, ritual practices, myth, and social structure. The script portrays traditional systems including religious beliefs, ritual offerings, supernatural agreements, and socio-cultural conflicts reflecting moral deviation and community value transformation.

    Novelty/Originality of this study: This study offers a focused literary anthropology analysis on pesugihan within modern Indonesian drama, integrating classical anthropological theory with contemporary literary text analysis. It advances cultural-literary studies by contextualizing mystical economic practices as structured cultural phenomena within dramatic narrative discourse.

  • How to cite

    Pesugihan as a Cultural Belief System in Contemporary Indonesian Drama. (2026). Journal of Language, Literature, and Educational Research, 3(1), 11-20. https://doi.org/10.37251/jolle.v3i1.2824

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