Ghozali Ghozali, Sugeng Listyo Prabowo

Eksplorasi Nilai Pendidikan Islam Awal Dalam Tradisi Lokal Sebagai Model Pendidikan Alternatif di Era Kontemporer

Introduction

Eksplorasi nilai pendidikan islam awal dalam tradisi lokal sebagai model pendidikan alternatif di era kontemporer. Eksplorasi nilai pendidikan Islam awal dalam tradisi lokal Indonesia. Temukan keikhlasan, kebersamaan, dan moral sebagai model pendidikan alternatif holistik untuk tantangan kontemporer.

Abstract

This study aims to explore the values ​​of early Islamic education reflected in the local religious study tradition and its relevance as an alternative educational model in the contemporary era. Early Islamic education has become a primary foundation for the formation of Muslim civilization and character, emphasizing the balance between knowledge, faith, and morals. The local religious study tradition in Indonesia is a legacy of classical Islamic education that maintains spiritual, moral, and social values ​​in community-based learning practices. This study uses a descriptive qualitative approach with a (library research) method that focuses on exploring the concepts, values, and relevance of early Islamic education as reflected in the local religious study tradition. Primary data were obtained from classical Islamic literature such as traditional books, works of previous scholars, and historical sources related to the early Islamic education system. Meanwhile, secondary data include research results, scientific journals, academic books, and contemporary writings relevant to the theme of local religious study and modern Islamic education. The results show that local religious study contains authentic Islamic values ​​such as sincerity, exemplary behavior, togetherness, and respect for knowledge. These values ​​not only reflect the spirit of classical Islamic education but are also relevant for application in contemporary education systems that tend to be rational and individualistic. The local religious study tradition has the potential to become a holistic alternative educational model because it integrates cognitive, affective, and spiritual aspects within a single learning process. Therefore, revitalizing early Islamic educational values ​​through the local religious study tradition can be a solution for shaping students' religious and social character amidst the challenges of modernization and globalization.

Review

The paper, "Eksplorasi Nilai Pendidikan Islam Awal Dalam Tradisi Lokal Sebagai Model Pendidikan Alternatif di Era Kontemporer," presents a pertinent investigation into the enduring wisdom of early Islamic education, as reflected in local religious study traditions within Indonesia. Through a descriptive qualitative approach primarily utilizing library research, the study aims to uncover the core values of these traditions and assess their relevance as an alternative educational model in the contemporary era. The abstract clearly articulates the study's objective to demonstrate how a historical emphasis on balanced knowledge, faith, and morals, embedded in community-based learning, can offer solutions to current educational challenges. A significant strength of this research lies in its ambitious scope and the potential for practical application. By identifying authentic Islamic values such as sincerity, exemplary behavior, togetherness, and respect for knowledge within local religious study, the paper effectively highlights their capacity to enrich an educational system often criticized for being overly rational and individualistic. The proposal of local religious study as a holistic alternative model, capable of integrating cognitive, affective, and spiritual dimensions, offers a compelling vision for educational reform. This focus on revitalizing cultural and spiritual heritage provides a valuable contribution to the ongoing discourse on shaping students' religious and social character amidst the complexities of modernization and globalization. While the study successfully establishes a strong conceptual framework, its reliance on a purely library-based methodology presents an inherent limitation regarding the practical validation of the proposed alternative model. The abstract outlines a robust exploration of concepts and values, but it does not detail any empirical observation or analysis of how these local traditions *function* as an "alternative educational model" in practice today. Future research would benefit greatly from incorporating fieldwork, ethnographic studies, or case analyses of specific local religious study traditions. Such empirical data would not only strengthen the argument for their efficacy but also provide concrete insights into the challenges and successes of their implementation, thus offering a more comprehensive blueprint for their revitalization and wider adoption.

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