PENDIDIKAN AGAMA ISLAM DALAM PERSPEKTIF FILSAFAT (STUDI KASUS PADA MASYARAKAT SUKU BADUY LUAR DESA KANEKES KEC. LEUWIDAMAR KAB. LEBAK PROVINSI BANTEN)

Achmad Sopian, NIM.: 21304011006 (2025) PENDIDIKAN AGAMA ISLAM DALAM PERSPEKTIF FILSAFAT (STUDI KASUS PADA MASYARAKAT SUKU BADUY LUAR DESA KANEKES KEC. LEUWIDAMAR KAB. LEBAK PROVINSI BANTEN). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The concept of Islamic religious education within the Outer Baduy Tribe is not systematically structured but is embedded within their philosophy of daily life. This understanding is practiced through religious activities integrated into their natural way of life. For the Outer Baduy community, Islamic education provides guidance for a better life and fosters positive spiritual, social, and economic changes. This study aims to explore and analyze the ontology, epistemology, and axiology of Islamic religious education as understood and practiced by the Outer Baduy community. Additionally, it seeks to examine and reconstruct the Islamic religious education practices of this unique community. Employing qualitative field research methods, data collection involved observation, interviews, and documentation, focusing on members of the Outer Baduy community. The determination of research subjects begins with using sampling techniques. The technique used in this study is nonprobability sampling, which is called snowball sampling. Data analysis in this study uses an interactive model from Miles, Huberman, and Saldana, which are data collection, data condensation, data presentation, and drawing conclusions or verifications. The findings reveal that, first, the Outer Baduy community’s concept of Islamic religious education is deeply rooted in Islamic teachings, cultural values (pikukuh), and harmony with nature. Ontologically, education is perceived as a natural and integral part of daily life. Epistemologically, knowledge is derived from Islamic teachings, pikukuh, and experiential interaction with the natural world. Axiologically, education serves to preserve traditions, maintain ecological balance, and instill morality. The second finding is that these practices are carried out through informal, culturally grounded learning, utilizing sacred spaces (alaman wiwitan), emphasizing religious tolerance through multicultural education, and fostering collective activities such as communal gatherings (ngariung). This study offers a theoretical framework for Islamic education, termed “Natural-Religious Education” (al-Thobi’iyyah al-Dīniyyah), which embodies a fusion of religiosity and cultural preservation. The education system of the Outer Baduy Tribe reflects their deep connection with nature, demonstrating that their cultural practices are inherently religious. This study reveals significant conceptual implications. First, the philosophy of balance between nature and spirituality demonstrates that Islamic religious education plays a pivotal role in shaping the Outer Baduy community’s perception of their religious identity. This is particularly evident in the processes through which Islamic values are assimilated into customary traditions. Second, the integration of philosophical principles within Islamic religious education highlights the interconnectedness of reason, revelation, and experience. Among the Outer Baduy community, experiential learning serves as a primary source of knowledge acquisition. This approach provides an avenue for fostering dialogue between traditional practices and Islamic educational methodologies.

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