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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Fatmawati Fatmawati
Universitas Islam As’adiyah Sengkang
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Religious Moderation Values through Local-Wisdom-Based Education: An Ethno-Religious Pedagogy of the Barazanji Tradition in an Indonesian Madrasah Fatmawati Fatmawati; Sri Verlin; A. Muh. Iksan Magan Saputra; Rahmi Utami Dewi; Astri Safhira; Jusmiati Jusmiati; Andi Saddam Huzein Arifai; Afdal Afdal; Jumaleng Jumaleng
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4851

Abstract

In an era of accelerating digital information flows, madrasah students are increasingly exposed to radicalism and religious exclusivism, which threaten social tolerance. Conventional, classroom-based religious instruction frequently fails to engage learners’ affective domain, creating a critical need for culturally embedded pedagogies. This study examines how religious moderation values are internalized through the local-wisdom tradition of Barazanji at MTs Irsyadul Salam, Bone, focusing on the mechanisms transforming this oral tradition into character education. Using a descriptive qualitative design with a single-case study approach, the research engaged the principal, teachers, and students as purposively sampled informants. Data were generated through participatory observation of Barazanji extracurricular activities, semi-structured interviews, and documentary analysis. The data were analyzed using the Miles, Huberman, and Saldaña framework, with credibility secured through source and technique triangulation. The findings demonstrate that internalization unfolds through three systematic stages: value transformation (textual introduction), value transaction (collective practice), and trans-internalization (behavioral habituation). This process successfully cultivates four core moderation pillars: tasamuh (tolerance), tawazun (balance), i’tidal (uprightness), and tawasut (the middle path), effectively reconciling religious devotion with Bugis cultural identity. Consequently, the tradition functions as an impactful hidden curriculum. This study contributes a novel ethno-religious pedagogical framework for Islamic education, offering a transferable model for madrasahs seeking to strengthen learner character and pre-empt early-age extremism.
Adaptive-Psychological Learning Framework: Redefining Human Nature and Methodology in the Digital Era Andi Najamuddin; Mansur Mansur; Fatmawati Fatmawati; Baso Syafaruddin
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4967

Abstract

The growing digitalization of education has accelerated the mechanization of learning, frequently marginalizing the psychological dimensions of human nature. Prevailing methodologies prioritize narrow cognitive outcomes while neglecting autonomy, affective engagement, and the social essence of learners, resulting in diminished meaning and learner well-being. This study critically analyzes the philosophical and practical implications of human nature—as conceptualized in behaviorism, cognitivism, and humanistic psychology—for the transformation of learning methodologies in contemporary educational contexts. A qualitative library research design was employed, drawing on systematic searches of Scopus, ScienceDirect, and Google Scholar. Content analysis and thematic synthesis were applied to 28 peer-reviewed sources published between 2000 and 2023, with theoretical triangulation used to ensure rigor. Three complementary psychological pillars were identified: behaviorism’s contribution to structured feedback, cognitivism’s emphasis on scaffolded mental construction, and humanism’s prioritization of autonomy and self-actualization. Synthesis of these pillars yields an Adaptive-Psychological Methodology (APM) framework. Additionally, the concept of Digital Humanism is proposed, repositioning technology as an amplifier of human agency rather than a substitute for it. Student psychological well-being is argued to constitute a primary indicator of educational success, superseding exclusive reliance on cognitive achievement metrics. Meaningful educational transformation requires a paradigm shift from mechanistic, teacher-centered instruction toward human-centered, facilitative methodologies grounded in psychological science. The three-stage Reorientation–Reconstruction–Resonance (3R) strategic framework is offered as a practical guide for educators, curriculum designers, and policymakers.
Co-Authors A. Muh. Iksan Magan Saputra Afdal Afdal Andi Najamuddin Andi Saddam Huzein Arifai Astri Safhira Baso Syafaruddin Jumaleng Jumaleng Jusmiati Jusmiati Mansur Mansur Rahmi Utami Dewi Sri Verlin