PERAN BUDAYA LOKAL DAN IMPLEMENTASINYA DALAM PEMBENTUKAN PERILAKU BERAGAMA PESERTA DIDIK PERSPEKTIF PENDIDIKAN AGAMA ISLAM (STUDI PADA PESERTA DIDIK SEKOLAH MENENGAH ATAS NEGERI (SMAN) 1 AMBARAWA PRINGSEWU)

PUTRA, GIA UTAMA (2025) PERAN BUDAYA LOKAL DAN IMPLEMENTASINYA DALAM PEMBENTUKAN PERILAKU BERAGAMA PESERTA DIDIK PERSPEKTIF PENDIDIKAN AGAMA ISLAM (STUDI PADA PESERTA DIDIK SEKOLAH MENENGAH ATAS NEGERI (SMAN) 1 AMBARAWA PRINGSEWU). Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT In the era of growing globalisation, the challenges in shaping students' religious behaviour are increasingly complex. Students are faced with various external influences, such as modernisation, social change, and technological advances that can affect their mindset and behaviour, including in religious aspects. On the other hand, local culture, which is rich in noble values, such as Memayu Hayuning Bawana, Unggah-Ungguh, Piil Pesenggiri, Sakai Sambayan, and Serumpun Sebalai, has great potential to shape students' religious character if integrated effectively in education. However, not all parties have realised or optimised the role of local culture as an instrument in religious education, so these values tend to be marginalised in the school environment. Therefore, further study is needed to understand the extent to which local culture can play a role in shaping the religious behaviour of students at SMAN 1 Ambarawa Pringsewu, as well as how the best strategy to integrate it in the education system in order to create a generation that is not only religious but also has a strong social and cultural awareness. This research uses a qualitative descriptive analysis method to understand the role of local culture in shaping students' religious behaviour at SMAN 1 Ambarawa Pringsewu. This approach aims to describe in depth how local cultural values, such as Memayu Hayuning Bawana, Unggah-Ungguh, Piil Pesenggiri, Sakai Sambayan, and Serumpun Sebalai, are applied in the school environment and how these values contribute to shaping the religious character of students. Data were collected through observation, interviews and documentation studies, which were then analysed qualitatively to gain a comprehensive understanding of the integration of local culture in religious learning and daily life at school. The results show that local culture plays an important role in instilling religious values through various practices, such as exemplary teachers, habituation of polite behaviour and mutual cooperation, as well as togetherness based religious activities. Thus, the descriptive qualitative analysis in this study provides a real picture of the effectiveness of local culture in shaping students' religious behaviour and identifies strategies that can be optimised to increase religious awareness in the school environment. The results show that local cultural values contribute to the formation of students' religious behaviour through various strategies, such as integration in religious learning, exemplary teachers, habituation of polite behaviour (Unggah Ungguh), strengthening religious activities, and the practice of mutual cooperation (Sakai Sambayan) and togetherness (Serumpun Sebalai) in daily life. The application of local culture in religious education has proven to be effective in increasing students' religious awareness, social ethics and discipline of worship. Keywords: local culture, students' religious behaviour, State Senior High School (SMAN) 1 Ambarawa Pringsewu vi ABSTRAK Dalam era globalisasi yang semakin berkembang, tantangan dalam membentuk perilaku beragama peserta didik semakin kompleks. Peserta didik dihadapkan pada berbagai pengaruh eksternal, seperti arus modernisasi, perubahan sosial, serta kemajuan teknologi yang dapat memengaruhi pola pikir dan perilaku mereka, termasuk dalam aspek keagamaan. Di sisi lain, budaya lokal yang kaya dengan nilai-nilai luhur, seperti Memayu Hayuning Bawana, Unggah Ungguh, Piil Pesenggiri, Sakai Sambayan, dan Serumpun Sebalai, memiliki potensi besar untuk membentuk karakter religius peserta didik jika diintegrasikan secara efektif dalam pendidikan. Namun, belum semua pihak menyadari atau mengoptimalkan peran budaya lokal sebagai instrumen dalam pendidikan agama, sehingga nilai-nilai tersebut cenderung mulai terpinggirkan di lingkungan sekolah. Oleh karena itu, diperlukan kajian lebih lanjut untuk memahami sejauh mana budaya lokal dapat berperan dalam membentuk perilaku beragama peserta didik di SMAN 1 Ambarawa Pringsewu, serta bagaimana strategi terbaik untuk mengintegrasikannya dalam sistem pendidikan guna menciptakan generasi yang tidak hanya religius tetapi juga memiliki kesadaran sosial dan budaya yang kuat. Penelitian ini menggunakan metode analisis deskriptif kualitatif untuk memahami peran budaya lokal dalam pembentukan perilaku beragama peserta didik di SMAN 1 Ambarawa Pringsewu. Pendekatan ini bertujuan untuk menggambarkan secara mendalam bagaimana nilai-nilai budaya lokal, seperti Memayu Hayuning Bawana, Unggah-Ungguh, Piil Pesenggiri, Sakai Sambayan, dan Serumpun Sebalai, diterapkan dalam lingkungan sekolah serta bagaimana nilai-nilai tersebut berkontribusi dalam membentuk karakter religius peserta didik. Data dikumpulkan melalui observasi, wawancara, dan studi dokumentasi, yang kemudian dianalisis secara kualitatif untuk memperoleh pemahaman yang komprehensif mengenai integrasi budaya lokal dalam pembelajaran agama dan kehidupan sehari-hari di sekolah. Hasil penelitian menunjukkan bahwa budaya lokal berperan penting dalam menanamkan nilai-nilai keagamaan melalui berbagai praktik, seperti keteladanan guru, pembiasaan perilaku sopan dan gotong royong, serta kegiatan keagamaan berbasis kebersamaan. Dengan demikian, analisis deskriptif kualitatif dalam penelitian ini memberikan gambaran nyata mengenai efektivitas budaya lokal dalam membentuk perilaku beragama peserta didik serta mengidentifikasi strategi yang dapat dioptimalkan untuk meningkatkan kesadaran religius dalam lingkungan sekolah. Hasil penelitian menunjukkan bahwa nilai-nilai budaya lokal berkontribusi dalam pembentukan perilaku beragama peserta didik melalui berbagai strategi, seperti integrasi dalam pembelajaran agama, keteladanan guru, pembiasaan perilaku sopan (Unggah-Ungguh), penguatan kegiatan keagamaan, serta praktik gotong royong (Sakai Sambayan) dan kebersamaan (Serumpun Sebalai) dalam kehidupan sehari-hari. Penerapan budaya lokal dalam pendidikan agama terbukti efektif dalam meningkatkan kesadaran religius, etika sosial, dan kedisiplinan ibadah peserta didik. Kata Kunci: budaya lokal, perilaku beragama peserta didik, Sekolah Menengah Atas Negeri (SMAN) 1 Ambarawa Pringsewu vii ا ﺺﺨﻠﻤﻟ ﺮﺼﻋ ﻲﻓ ا ﺔﻤﻟﻮﻌﻟ ا ﺰﺘﻤﻟ ا ﺪﯾ ،ة ﺰﺗ ا داد ﺎﯾﺪﺤﺘﻟ ت ﻞﯿﻜﺸﺗ ﻲﻓ ا ﻮﻠﺴﻟ ا ك ًﺪﯿﻘﻌﺗ ﻦﯿﻤﻠﻌﺘﻤﻠﻟ ﻲﻨﯾﺪﻟ ا . ﻮﯾ ا ﮫﺟ ا ﻮﻤﻠﻌﺘﻤﻟ ن ﺮﯿﺛﺄﺗ تا ﺎﺧ ر ﺔﻔﻠﺘﺨﻣ ﺔﯿﺟ ، ﻞﺜﻣ ا ﺚﯾﺪﺤﺘﻟ ، او ﺮﯿﻐﺘﻟ ا ﻲﻋﺎﻤﺘﺟﻻ ، او ﺪﻘﺘﻟ م ا ﻲﺟﻮﻟﻮﻨﻜﺘﻟ ا ﺬﻟ ي ﻦﻜﻤﯾ نأ ﺮﺛﺆﯾ ﻰﻠﻋ ﺘﯿﻠﻘﻋ ﮭ ﻢ و ﻛﻮﻠﺳ ﮭ ﻢ ، ﺎﻤﺑ ﻲﻓ ذ ﻚﻟ ا ﻮﺠﻟ ا ﺐﻧ ا ﺔﯿﻨﯾﺪﻟ . ﻦﻣ ﺔﯿﺣﺎﻧ أ ﺮﺧ ،ى ﻊﺘﻤﺘﺗ ا ﺔﻓﺎﻘﺜﻟ ا ﺔﯿﻠﺤﻤﻟ ا ﺔﯿﻨﻐﻟ ﻢﯿﻘﻟﺎﺑ ا ﺔﻠﯿﺒﻨﻟ ، ﻞﺜﻣ ﻮﯾﺎﻣﺎﻣ ھ ﻎﻨﯿﻧﻮﯾﺎ ﺎﺑ او ﺎﻧ ، وأو ﺎﻐﻧ ه وأ ﺎﻐﻧ ه وأ ﻮﻐﻧ ،ه و ﻞﯿﯿﺑ ﺮﯿﻐﻨﺴﯿﺑ ،ي و ﺎﻛﺎﺳ ي ﺎﯾﺎﺒﻣﺎﺳ و ،ن ﺮﯿﺳ و ﻮﺒﻣ ن ﻻﺎﺒﯿﺳ ،ي ﺎﯿﻧﺎﻜﻣﺈﺑ ت ﺮﯿﺒﻛ ة ﻞﯿﻜﺸﺘﻟ ا ﺔﯿﺼﺨﺸﻟ ا ﺔﯿﻨﯾﺪﻟ ﻦﯿﻤﻠﻌﺘﻤﻠﻟ اذإ ﺎﻣ ﻢﺗ د ﺠﻣ ﮭ ﺎ ﻞﻜﺸﺑ ﺎﻌﻓ ل ﻲﻓ ا ﻢﯿﻠﻌﺘﻟ . و ﻊﻣ ذ ﻚﻟ ، ﻢﻟ ﺪﺗ كر ﻊﯿﻤﺟ ا ﻷ ط ﺮ فا رود ا ﺔﻓﺎﻘﺜﻟ ا ﺔﯿﻠﺤﻤﻟ ﺄﻛ ةاد ﻲﻓ ا ﻢﯿﻠﻌﺘﻟ ا ﻲﻨﯾﺪﻟ وأ ﻢﻟ ﻠﻐﺘﺴﺗ ﮭ ﺎ ﻰﻠﻋ ا ﻮﺤﻨﻟ ا ﻞﺜﻣﻷ ، ﻚﻟﺬﻟ ﻞﯿﻤﺗ ھ ﺬ ه ا ﻢﯿﻘﻟ إ ﻰﻟ ا ﺘﻟ ﮭ ﺶﯿﻤ ﻲﻓ ا ﺔﺌﯿﺒﻟ ا ﺪﻤﻟ ر ﺔﯿﺳ . ﻚﻟﺬﻟ ھ ، ﺎﻨ ك ﺔﺟﺎﺣ إ ﻰﻟ إ ﺮﺟ ا ءا ﻦﻣ ﺪﯾﺰﻤﻟ ا ﺪﻟ ار ﺎﺳ ت ﻔﻟ ﮭ ﻢ إ ﻰﻟ يأ ﺪﻣ ى ﻦﻜﻤﯾ ﺔﻓﺎﻘﺜﻠﻟ ا ﺔﯿﻠﺤﻤﻟ نأ ﺐﻌﻠﺗ ارود ﻲﻓ ﻞﯿﻜﺸﺗ ا ﻮﻠﺴﻟ ك ا ﻲﻨﯾﺪﻟ ﻼﻄﻠﻟ ب ﻲﻓ ﺪﻣ ر ﺔﺳ ﺔيﻮﻧﺎﺜﻟا ﺔﺳرﺪلما 1 ﻮيﺴﻐﻨيﺮﺑ اوارﺎﺒﻣأ و ، ﺔﯿﻔﯿﻛ ﻚﻟﺬﻛ و ﻊﺿ أ ﻞﻀﻓ ا ﺮﺘﺳ ا ﺠﻣﺪﻟ ﺔﯿﺠﯿﺗ ﮭ ﺎ ﻲﻓ ﺎﻈﻧ ا م ﻦﻣ ﻢﯿﻠﻌﺘﻟ أ ﻞﯿﺟ ﻖﻠﺧ ﻞﺟ ﺲﯿﻟ ﺎًﻨﯾﺪﺘﻣ ﻲﻋﻮﺑ ﻊﺘﻤﺘﯾ ﻞﺑ ﻂﻘﻓ ا ﻲﻋﺎﻤﺘﺟ و ﻮﻗ ﻲﻓﺎﻘﺛ ي . ﺪﺨﺘﺴﯾ ھ م ﺬ ا ا ﺚﺤﺒﻟ أ ﻮﻠﺳ ا ب ﻞﯿﻠﺤﺘﻟ ا ﻲﻔﺻﻮﻟ ا ﻔﻟ ﻲﻔﯿﻜﻟ ﮭ ﻢ رود ا ﺔﻓﺎﻘﺜﻟ ا ﺔﯿﻠﺤﻤﻟ ﻲﻓ ﻞﯿﻜﺸﺗ ا ﻮﻠﺴﻟ ك ا ﻲﻨﯾﺪﻟ ﻼﻄﻠﻟ ب ﻲﻓ ﺪﻣ ر ﺔﺳ ﺔيﻮﻧﺎﺜﻟا 1 ﻮيﺴﻐﻨيﺮﺑ اوارﺎﺒﻣأ . و ﯾ ﮭ ﺪ ف ھ ﺬ ا ا ﻨﻤﻟ ﮭ ﺞ إ ﻰﻟ و ﻒﺻ ﻖﻤﻌﺘﻣ ﺔﯿﻔﯿﻜﻟ ﻖﯿﺒﻄﺗ ا ﻢﯿﻘﻟ ا ﺔﯿﻓﺎﻘﺜﻟ ا ﺔﯿﻠﺤﻤﻟ ، ﻞﺜﻣ ﻮﯾﺎﻣﺎﻣ ھ ﺎﺑ ﻎﻨﯿﻧﻮﯾﺎ او ﺎﻧ وأو ، ﺎﻐﻧ وأ ه ﺎﻐﻧ وأ ه ﻮﻐﻧ ،ه و ﺮﯿﻐﻨﺴﯿﺑ ﻞﯿﯿﺑ و ،ي ﺎﻛﺎﺳ ي ﺎﯾﺎﺒﻣﺎﺳ و ،ن ﺮﯿﺳ و ﻮﺒﻣ ن ﻻﺎﺒﯿﺳ ،ي ﻲﻓ ا ﺔﺌﯿﺒﻟ ا ﺪﻤﻟ ر ﺔﯿﺳ و ، ﺔﯿﻔﯿﻛ ﻚﻟﺬﻛ إ ﺳ ﮭ ﺎ م ھ ﺬ ا ه ﻞﯿﻜﺸﺗ ﻲﻓ ﻢﯿﻘﻟ ا ﺔﯿﺼﺨﺸﻟ ا ﻼﻄﻠﻟ ﺔﯿﻨﯾﺪﻟ ب . ﺖﻌﻤُﺟ ا ﺎﻧﺎﯿﺒﻟ ت ﻼﺧ ﻦﻣ ا ل ﺔﻈﺣﻼﻤﻟ او ﻼﺑﺎﻘﻤﻟ ت او ﺪﻟ ار ﺎﺳ ا ت ﺔﯿﻘﯿﺛﻮﺘﻟ ، ﻠﯿﻠﺤﺗ ﻢﺗ ﻢﺛ ﮭ ﺎ ﺎًﯿﻋﻮﻧ ﺎﺴﺘﻛﻻ ب ﻓ ﮭ ﻢ ﻞﻣﺎﺷ ﺞﻣﺪﻟ ا ﺔﻓﺎﻘﺜﻟ ا ﺔﯿﻠﺤﻤﻟ ﻲﻓ ا ﻢﻠﻌﺘﻟ ا ﻲﻨﯾﺪﻟ او ﺎﯿﺤﻟ ة ا ﺔﯿﻣﻮﯿﻟ ﻲﻓ ا ﺪﻤﻟ ر ﺔﺳ . و ﻈﺗ ﮭ ﺮ ا ﺞﺋﺎﺘﻨﻟ نأ ا ﺔﻓﺎﻘﺜﻟ ا ﺐﻌﻠﺗ ﺔﯿﻠﺤﻤﻟ ارود ﻣ ﮭ ﺎًﻤ ﻲﻓ ﺮﻏ س ا ﻢﯿﻘﻟ ا ﺔﯿﻨﯾﺪﻟ ﻦﻣ ﻼﺧ ل ﺎﻤﻣ ر ﺎﺳ ت ﺔﻔﻠﺘﺨﻣ ، ﻞﺜﻣ ا ﻦﯿﻤﻠﻌﻤﻟ ا ﺪﻘﻟ ،ةو و ﺪﯾﻮﻌﺗ ا ﻮﻠﺴﻟ ك ا ﻤﻟ ﮭ ﺬ ب او ﺎﻌﺘﻟ ا نو ﺎﺒﺘﻤﻟ او ،لد ﺔﻄﺸﻧﻷ ا ﺔﯿﻨﯾﺪﻟ ا ﻰﻠﻋ ﺔﻤﺋﺎﻘﻟ ا ﺂﺘﻟ رز . ھو ﺬﻜ ،ا ﺪﻘﯾ ا م ﻞﯿﻠﺤﺘﻟ ا ﻲﻔﯿﻜﻟ ا ﻲﻓ ﻲﻔﺻﻮﻟ ھ ﺬ ه ا ﺪﻟ ار ﻮﺻ ﺔﺳ ةر ﺔﯿﻟﺎﻌﻔﻟ ﺔﯿﻘﯿﻘﺣ ا ﺔﻓﺎﻘﺜﻟ ا ﺔﯿﻠﺤﻤﻟ ﻲﻓ ﻞﯿﻜﺸﺗ ا ﻮﻠﺴﻟ ك ا ﺔﺒﻠﻄﻠﻟ ﻲﻨﯾﺪﻟ ، و ﺪﺤﯾ د ا ﺮﺘﺳﻻ ا ﺎﯿﺠﯿﺗ ت ا ﻲﺘﻟ ﻦﻜﻤﯾ ﻨﯿﺴﺤﺗ ﮭ ﺎ ﺎﯾﺰﻟ ةد ا ﻲﻋﻮﻟ ا ﻲﻨﯾﺪﻟ ﻲﻓ ا ﺔﺌﯿﺒﻟ ا ﺪﻤﻟ ر ﺔﯿﺳ . و ﻈﺗ ﮭ ﺮ ا ﻟ ﺞﺋﺎﺘﻨ ا نأ ﻢﯿﻘﻟ ا ﺔﯿﻓﺎﻘﺜﻟ ا ﺔﯿﻠﺤﻤﻟ ﺎﺴﺗ ھ ﻞﯿﻜﺸﺗ ﻲﻓ ﻢ ا ﻮﻠﺴﻟ ا ك ﺪﻟ ﻲﻨﯾﺪﻟ ا ى ﻦﻣ ﻦﯿﻤﻠﻌﺘﻤﻟ ﻼﺧ ا ل ﺮﺘﺳ ا ﺎﯿﺠﯿﺗ ت ﺔﻔﻠﺘﺨﻣ ، ﻞﺜﻣ ا ﺎﻣﺪﻧﻻ ج ﻲﻓ ا ﻢﻠﻌﺘﻟ ا ﻲﻨﯾﺪﻟ ، او ﻦﯿﻤﻠﻌﻤﻟ ا ﺪﻘﻟ ،ةو و ﺪﯾﻮﻌﺗ ا ﻮﻠﺴﻟ ك ا ﻤﻟ ﮭ ﺬ ب ) وأ ﺎﺠﻧ ه-وأ ﻮﻐﻧ ه ( ، و ﺰﯾﺰﻌﺗ ا ﺔﻄﺸﻧﻷ ا ﺔﯿﻨﯾﺪﻟ ، و ﻚﻟﺬﻛ ﺎﻤﻣ ر ﺔﺳ ا ﺎﻌﺘﻟ نو ا ﺎﺒﺘﻤﻟ لد ) ﺎﻛﺎﺳ ي ﺎﯾﺎﺒﻣﺎﺳ ن ( او ﺂﺘﻟ رز ) ﺮﯿﺳ و ﻮﺒﻣ ن ﻼﺒﯿﺳ ي ( ﻲﻓ ا ﺎﯿﺤﻟ ا ة ﺔﯿﻣﻮﯿﻟ . و ﺪﻗ أ ﻖﯿﺒﻄﺗ ﺖﺒﺛ ا ﺔﻓﺎﻘﺜﻟ ا ﻲﻓ ﺔﯿﻠﺤﻤﻟ ا ﻢﯿﻠﻌﺘﻟ ا ﻲﻓ ﮫﺘﯿﻟﺎﻌﻓ ﻲﻨﯾﺪﻟ ز ﺎﯾ ا ةد ﻲﻋﻮﻟ ا ﺪﻟ ﻲﻨﯾﺪﻟ ا ى ﻼﻄﻟ او ،ب ﺎﯿﻗﻼﺧﻷ ا ت ﺔﯿﻋﺎﻤﺘﺟﻻ او ، ﺎﺒﻀﻧﻻ ط ﻲﻓ ا ﺎﺒﻌﻟ ةد . ا ﺎﻤﻠﻜﻟ ت ا ﺔﯿﺣﺎﺘﻔﻤﻟ : ا ﺔﻓﺎﻘﺜﻟ ا ﺔﯿﻠﺤﻤﻟ ، ا ﻮﻠﺴﻟ ك ا ﻲﻨﯾﺪﻟ ﺔﺒﻠﻄﻠﻟ ، ا ﺪﻤﻟ ر ﺔﺳ ا ﺔﯾﻮﻧﺎﺜﻟ ا ﺎﯿﻠﻌﻟ 1 اوارﺎﺒمأ ﻮيﺴغﻨيرب

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