<![CDATA[This article examines the dynamics of Islamic Religious Education (PAI) within the religious traditions of rural communities by positioning tradition as both a pedagogical medium and a space of negotiation between Islam and local culture. Drawing on an analytical review of relevant literature and empirical studies, it demonstrates how communal traditions such as the recitation of Ratib Al-Haddad, sholawat, Sedekah Bumi, wedding feasts (kenduri nikah), and other local wisdom practices function as ethnopedagogical systems that transmit Islamic educational values including creed (aqidah), ritual worship (ibadah), morality (akhlaq), and social ethics. The findings show that value internalization takes place through ritual repetition, collective participation, and social solidarity, forming a “social curriculum” that cultivates religiosity, togetherness, ecological awareness, and social harmony. At the same time, modern dynamics generate changes marked by the fragmentation of religious authority, discursive contestation through new media, and the rise of Islamic formalism that potentially reshapes the legitimacy of tradition. Families and local religious institutions such as madrasah diniyah, langgar, and pesantren are found to serve as connecting nodes between tradition and contemporary challenges, including gender issues, parenting patterns, and lifestyle transformation in rural society. Islamic Religious Education in the rural context thus operates not only as value transmission but also as an ongoing negotiation between authority, culture, and social change. The study implies the need to strengthen community-based and local wisdom–based approaches to Islamic education as adaptive strategies amid modernity.]]>
Copyrights © 2025
