Integrasi Nilai Budaya Minangkabau dalam PAI untuk Pembinaan Akhlak Siswa di SDN 01 Batuhampar, Kec. Akabiluru, Kab. Lima Puluh Kota Integration of Minangkabau Cultural Values into PAI for Students’ Moral Development at SDN 01 Batuhampar, Kec. Akabiluru, Kab. Lima Puluh Kota
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6748-6773
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10.58578/yasin.v6i5.11962
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Authors:Nuril Arifa1*, Muhiddinur Kamal2
Copyright :Authors retain copyright and grant the journal right of first publication.
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Abstract
The integration of Minangkabau cultural values into Islamic Religious Education (PAI) represents an effort to connect religious education with local wisdom in developing students’ moral character. Although local culture has the potential to serve as a source of character education, studies specifically examining the integration of Minangkabau cultural values into PAI instruction at the elementary school level remain limited. This study aimed to describe the forms of integration of Minangkabau cultural values into PAI for students’ moral development and to identify the supporting and inhibiting factors affecting its implementation at SDN 01 Batuhampar. This study employed a descriptive qualitative approach with a field research design. The informants comprised PAI teachers, classroom teachers, students, and parents selected based on their involvement and relevance to the research focus. Data were collected through observation, interviews, and documentation and subsequently analyzed through data reduction, data presentation, and conclusion drawing and verification. Data trustworthiness was strengthened through source and method triangulation. The results showed that Minangkabau cultural values were integrated through lesson planning and implementation, moral habituation, teacher role modeling, and school activities. The prominent values included kato nan ampek, courtesy, respect, mutual cooperation, and care for others. The implementation of this integration was supported by school culture, teacher role modeling, religious activities, parental support, and cooperation with the Office of Religious Affairs (KUA). Meanwhile, the inhibiting factors included influences from outside the school environment, social media, limited teaching materials, and inconsistent habituation within the family environment. These findings emphasize that integrating Minangkabau cultural values into PAI requires continuity among instruction, role modeling, habituation, and support from students’ social environments. This study contributes to the development of local wisdom-based PAI instruction and provides practical implications regarding the need to strengthen school–family collaboration and develop teaching materials based on Minangkabau culture.
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