THE PIGANDAA TRADITION AS A MEDIUM OF CONTEXTUAL ISLAMIC EDUCATION
A HISTORICAL-ETHNOGRAPHIC STUDY IN HOLIMOMBO VILLAGE, BUTON, SOUTHEAST SULAWESI
DOI:
https://doi.org/10.30868/ei.v15i03.10001Keywords:
Pigandaa, local wisdom, culture-based Islamic education;, monotheism (tauhid), gratitudeAbstract
Local traditions can transmit religious, social, and moral values through everyday communal practices. This study examines the Pigandaa tradition in Holimombo Village, Buton Regency, as a community-based medium through which Islamic educational values are enacted and transmitted. The study aims to identify the Islamic educational values embedded in Pigandaa, examine how these values are practiced and transmitted, and explain how the tradition has changed and faced challenges across generations. Using a qualitative historical-ethnographic design, data were obtained from five key informants, including customary and religious figures, together with documentary sources, oral histories, participant observation, and focus group discussions. Historical materials were examined through source criticism, while ethnographic materials were analyzed iteratively using thematic analysis, with credibility strengthened through source/method triangulation, selective member checking, and an audit trail. The findings indicate three interconnected value themes: (1) tawhid, interpreted by the researchers through rububiyah, uluhiyah, and asma wa sifat; (2) gratitude, expressed through prayer, dhikr, sharing, and collective participation; and (3) ikhtiar, reflected in agricultural work, cooperation, planning, and care for the environment. The study argues that Pigandaa can function as an informal, intergenerational, community-based medium of contextual Islamic education because religious values are learned through participation, observation, ritual practice, productive work, and social cooperation. Its contribution lies in showing how Islamic education may operate beyond formal institutions while remaining grounded in local cultural practice.
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