Rekontekstualisasi Pendidikan Keislaman Melalui Pengetahuan Budaya Lampung: Dari Nilai PIIL Pesenggiri Ke Praktik Pendidikan

Abstract

This study is motivated by a gap between formal Islamic education practices, which tend to be uniform and text-oriented, and the richness of Piil Pesenggiri as a living cultural knowledge system within Lampung society. Existing studies on integrating local culture and Islamic education offer limited explanation of how local communities understand, transmit, transform, and translate such cultural knowledge into educational practices. This study examines how Piil Pesenggiri is interpreted, transmitted across generations, sustained across changing contexts, and translated into educational practices as a basis for recontextualising Islamic education within local cultural settings. The study employed a qualitative approach with a descriptive-exploratory design. The research was conducted in Pesisir Barat, Lampung Barat, Tanggamus, Pesawaran, and Bandar Lampung, Lampung Province, Indonesia. Primary data were obtained through semi-structured in-depth interviews with 10 traditional leaders (Ta) and 3 academics (AKD) selected through purposive sampling. Secondary data supported understanding of the cultural and educational context. Data were collected through flexible and dialogic interviews using probing questions, while data were analysed using Braun and Clarke’s six-phase Reflexive Thematic Analysis. The analysis generated five themes organised into three analytical sections: (1) Piil Pesenggiri as lived moral epistemology; (2) the regeneration of values from role modelling toward softened forms of social control; and (3) the translation of cultural knowledge into educational practice. The findings indicate that Piil Pesenggiri is understood as moral knowledge that connects personal dignity with social responsibility, transmitted primarily through family role modelling and social experience, and sustained through adaptations in its forms of application amid changing contexts. In education, these values are translated through teacher role modelling, school habituation, culture-based activities, project-based experiences, and the involvement of traditional leaders. The study concludes that Piil Pesenggiri constitutes dynamic cultural knowledge that can provide an empirical basis for recontextualising Islamic education in ways that are contextually relevant and rooted in the social experiences of Lampung communities.