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All Journal Jurnal Riset dan Inovasi Pembelajaran Indonesian Journal of Research and Educational Review (IJRER)
Sri Verlin
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.
Data Literacy and Logical Reasoning: A New Foundation for STEM Education in the Age of Information Abundance Muhammad Hasbi; Harling Danil; Sri Verlin; Hardi Yanti
Jurnal Riset dan Inovasi Pembelajaran Vol. 6 No. 2 (2026): May - August 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

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Abstract

In the era of information abundance, students frequently encounter “cognitive disruptions” or logical fallacies when synthesizing scientific conclusions. This challenge is particularly pronounced within the Madrasah educational environment, where a critical need exists to bridge traditional verification values with contemporary data literacy. This study evaluates the effectiveness of synergizing data literacy and logical reasoning as a foundational framework for STEM education at Madrasah As’adiyah Pompanua, aiming to enhance students’ cognitive capacity in formulating valid scientific arguments. Employing a quantitative quasi-experimental design, this research involved two student cohorts. Data were collected through assessments of data literacy and the Test of Logical Thinking (TOLT), then analyzed using descriptive statistics, ANCOVA, and Normalized Gain (N-Gain) analysis. The findings demonstrate that integrating data literacy and logical reasoning significantly improves STEM educational outcomes. The experimental group attained a mean score of 81.30, substantially outperforming the control group’s 62.55. Data literacy was found to sharpen cognitive acuity by establishing an empirical foundation that minimizes logical gaps. The model’s high efficacy is evidenced by an N-Gain value of 0.71, signifying a pedagogical shift from passive knowledge acquisition to critical analysis. This research contributes to the evolution of STEM models in Islamic educational settings by demonstrating that indigenous values, such as the principle of verification (tabayyun), serve as potent catalysts for adopting data literacy. Practically, this study provides a strategic framework for educators to implement evidence-based learning, ensuring students possess the essential analytical competencies required to navigate the complexities of the digital age.
Co-Authors A. Muh. Iksan Magan Saputra Afdal Afdal Andi Saddam Huzein Arifai Astri Safhira Fatmawati Fatmawati Hardi Yanti Harling Danil Jumaleng Jumaleng Jusmiati Jusmiati Muhammad Hasbi Rahmi Utami Dewi