The Social Construction of Islamic Education Through the Internalization of Traditional Values and Regional Culture

Abstract

This study investigates the social construction of Islamic education in Madura through the
internalization of ritual tradition values of dhâmmong. There are three research problems adopted in this
research, these are; social construction, Islamic education in Madura, and dhâmmong tradition. By
utilizing qualitative research and analyzing it through the theory of social construction by Peter L. Berger,
this study obtains a research finding that the ritual of dhâmmong is one of local traditions in Madura that
has a lot of meanings. However, the tradition is generally comprehended as a ritual to invoke rain when a
long dry season happens. As the reality of regional authenticity, dhâmmong tradition contains the values
of local wisdom. The local wisdom concept refers to the social structure and system of Madurese people
that is now identical to religious symbol such as morality, obedience, and reverence toward religious
practices. Observed from the education perspective, all of the religious values have great relevance to the
principles of Islamic education, these are i’tiqodiyah, khuluqiyah, andamaliyah. I’tiqodiyah values mean
that dhâmmong tradition contains religious ritual orienting to the strength of faith and piety to The One
and Only God. Meanwhile, khuluqiyah values mean that dhâmmong tradition contains religious ritual that
aims to empower character and personality, so that, by khuluqiyah values, an individual has self-integrity.
Furthermore, amaliya hvalues mean that dhâmmong tradition contains religious ritual that teaches
people to always build positive relationship in their social life, cultivate philanthropic attitude,
continually share goodness and usefulness with people around them