Formation of Students' Religious Identity Through the Integration of Islamic Values and the Local Wisdom of the Dayak Punan Tribe
DOI:
https://doi.org/10.59944/jipsi.v5i3.1465Keywords:
religious identity; Islamic education; local wisdom; Dayak Punan; indigenous education.Abstract
This study examines the formation of religious identity among Dayak Punan students through the integration of Islamic values and local cultural wisdom. The study is based on the assumption that religious identity is not formed solely through religious instruction but through continuous interaction between religious teachings, cultural experiences, social relationships, and educational environments. This research employed a qualitative approach with an interpretive phenomenological design. Data were collected through in-depth interviews, participant observation, and document analysis involving Islamic Religious Education teachers, students, school administrators, parents, religious leaders, and indigenous community representatives. Data were analyzed using thematic analysis to identify patterns related to Islamic values, Dayak Punan cultural wisdom, identity negotiation, and educational practices. The findings reveal that religious identity formation among Dayak Punan students occurs through four main processes: value recognition, value internalization, identity negotiation, and identity expression. The integration of Islamic values, including tauhid, amanah, social responsibility, and environmental stewardship, with local values such as solidarity, respect for nature, and communal responsibility enables students to construct a balanced identity as Muslims and members of the Dayak Punan community. This study contributes to Islamic education by emphasizing the importance of culturally responsive, dialogical, and community-based approaches in strengthening religious identity while preserving indigenous cultural heritage.
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