Religious Moderation Values through Local-Wisdom-Based Education: An Ethno-Religious Pedagogy of the Barazanji Tradition in an Indonesian Madrasah

Fatmawati Fatmawati 1 Indonesia , Sri Verlin 1 Indonesia , A. Muh. Iksan Magan Saputra 1 Indonesia , Rahmi Utami Dewi 1 Indonesia , Astri Safhira 1 Indonesia , Jusmiati Jusmiati 1 Indonesia , Andi Saddam Huzein Arifai 1 Indonesia , Afdal Afdal 1 Indonesia , Jumaleng Jumaleng 1 Indonesia
1 Universitas Islam As’adiyah Sengkang
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Published 2026-06-28
Vol. 5 No. 4 (2026) PAGES 2067-2077
DOI 10.51574/ijrer.v5i4.4851
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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.

Fatmawati, F., Verlin, S., Saputra, A. M. I. M., Dewi, R. U., Safhira, A., Jusmiati, J., … Jumaleng, J. (2026). Religious Moderation Values through Local-Wisdom-Based Education: An Ethno-Religious Pedagogy of the Barazanji Tradition in an Indonesian Madrasah . ETDC: Indonesian Journal of Research and Educational Review , 5(4), 2067–2077. https://doi.org/10.51574/ijrer.v5i4.4851
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Copyright (c) 2026 Fatmawati Fatmawati, Sri Verlin, A. Muh. Iksan Magan Saputra, Rahmi Utami Dewi, Astri Safhira, Jusmiati Jusmiati, Andi Saddam Huzein Arifai, Afdal Afdal, Jumaleng Jumaleng

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Keywords
Barazanji Character Education Ethno-Religious Pedagogy Local Wisdom Religious Moderation