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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Jusmiati Jusmiati
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.
Co-Authors A. Muh. Iksan Magan Saputra Afdal Afdal Andi Saddam Huzein Arifai Astri Safhira Fatmawati Fatmawati Jumaleng Jumaleng Rahmi Utami Dewi Sri Verlin