Islamic Education as a Locus of Cultural-Religious Acculturation Affirming the Islamic Civilization of the Archipelago

Enjang Warman

doi:10.30999/pises.v1i1.3892

Authors

Enjang Warman Universitas Islam Nusantara, Indonesia

DOI:

https://doi.org/10.30999/pises.v1i1.3892

Keywords:

Islamic Education, Nusantara Culture , Acculturation, Nusantara Islamic Civilization, Religious Moderation.

Abstract

Islamic education in the archipelago has played a historical and strategic role as a center of acculturation between Islamic values and local culture, giving rise to the distinctive character of Tamadun Islam Nusantara. This study aims to critically analyze how Islamic educational institutions, particularly Islamic boarding schools, function as a space for dialectics between religion and culture in shaping a moderate, tolerant Islamic character that is strongly rooted in local traditions. Using a qualitative approach with a literature review method, this study examines secondary data in the form of books, scientific articles, educational documents, and classical and contemporary texts relevant to the theme of Islamic education and acculturation in the archipelago. The results show that Islamic boarding schools have transformed from centers of religious teaching to centers of cultural conservation and dynamic civilizational agents. The process of integrating Islamic values with local wisdom is reflected in the curriculum, architecture, social practices, and religious arts and rituals that are rich in the values of moderation (wasathiyah), tolerance (tasamuh), and ease (taysīr). The novelty of this research lies in its analytical approach, which affirms Islamic education as an active structure that not only preserves tradition but also reproduces civilization through contextual and inclusive pedagogy. Implicitly, this culture-based Islamic education model can be used as a reference in strengthening religious moderation and shaping national character amid the challenges of globalization and religious puritanism.

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