Analysis of Islamic educational values in the Nyongkolan tradition of Sasak tribe weddings in Karya Mukti Village, Donggala Regency, Indonesia

Abstract

This study aims to analyze Islamic educational values internalized in the Nyongkolan culture of the Sasak tribe's marriage culture in Karya Mukti Village. Nyongkolan culture is often understood as a ceremonial and symbolic traditional procession, while its Islamic educational dimension has not been studied in depth. Using a qualitative ethnographic approach, this study collected data through in-depth interviews, participatory observation, and documentation involving traditional leaders, religious leaders, youth, procession participants, and the community. The analysis was conducted through data reduction techniques, thematic categorization, and interpretation of meaning using Islamic education theory, al-Ghazālī's theory of morals, and a cultural anthropology perspective. The results of the study show that Nyongkolan contains four categories of Islamic educational values. The educational values include spiritual values, which are evident in communal prayers, gratitude, and the interpretation of marriage as worship, moral values, which are reflected in politeness, respect for parents and guests, ethical interaction, and moderation in expression, social values which is reflected in the form of cooperation, communal solidarity, ukhuwah (brotherhood), and collective responsibility; and cultural-moral values, which include the preservation of Sasak identity, customary discipline, and the process of internalizing norms through role modeling. The culture has proven to function as an effective non-formal educational institution in transmitting values to the younger generation through habituation, symbolization, and rhythmic social interaction. Our study shows the significant role of the Nyongkolan culture of the Sasak tribe in strengthening social correlations in a multi-ethnic society. However, it is important to understand that Nyongkolan culture can be understood as an open social interaction space that has social and religious educational functions in society. The symbolic and integrative dimensions in the Nyongkolan culture show that local cultural practices can be an effective means of instilling Islamic educational values. Finally, understanding the transformation of Nyongkolan in the modern context not only shows changes in cultural forms, but also demonstrates how local culture can continue to develop while remaining a means of social and religious education for the community.