TRADISI ROAH SEBAGAI PEDAGOGI BUDAYA: TRANSFORMASI MAKNA SIMBOLIK MENJADI KARAKTER PESERTA DIDIK

Abstract

ABSTRACT

Local traditions have the potential to serve as sources of character education when students are directly involved in cultural practices and understand the values embedded within them. In the context of Islamic schools, Roah is not merely a cultural-religious practice but can also function as a pedagogical space that connects religious, social, and cultural values with students’ lived experiences. This study aims to analyze the implementation of Roah, its symbolic meanings, educational values, and contribution to students’ character development at MTs NW Anjani, East Lombok. The study employed a qualitative approach with an ethnographic orientation. Data were collected through observation, interviews, and documentation involving the school principal, teachers, students, and informants with knowledge of the Roah tradition. Data were analyzed through reduction and coding, categorization, theme identification, and verification using source and technique triangulation. The findings show that Roah is conducted during various school occasions through a series of activities involving the active participation of students and the wider school community. The symbolic meanings identified connect religious practices, togetherness, sharing, and cultural identity, while the educational values encompass religiosity, mutual cooperation, responsibility, discipline, social concern, togetherness, and cultural preservation. These values become educational experiences through participation, role modeling, habituation, and reflection on cultural practices. The study concludes that Roah has the potential to be developed as a contextual and participatory cultural pedagogy for students’ character development, as cultural values are not merely conveyed verbally but are experienced and practiced within the life of the Islamic school.

ABSTRAK

Tradisi lokal memiliki potensi menjadi sumber pendidikan karakter ketika peserta didik terlibat langsung dalam praktik budaya dan memahami nilai yang terkandung di dalamnya. Dalam konteks madrasah, Roah tidak hanya menjadi praktik budaya-keagamaan, tetapi juga dapat menjadi ruang pedagogis untuk menghubungkan nilai religius, sosial, dan budaya dengan pengalaman peserta didik. Penelitian ini bertujuan menganalisis pelaksanaan Roah, makna simbolik, nilai edukatif, dan kontribusinya terhadap pembentukan karakter peserta didik di MTs NW Anjani, Lombok Timur. Penelitian menggunakan pendekatan kualitatif dengan orientasi etnografi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan melibatkan kepala madrasah, guru, peserta didik, serta informan yang memahami tradisi Roah. Analisis data dilakukan melalui reduksi dan pengodean, kategorisasi, penemuan tema, serta verifikasi melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa Roah dilaksanakan dalam berbagai momentum madrasah melalui rangkaian kegiatan yang melibatkan partisipasi aktif peserta didik dan warga madrasah. Makna simbolik yang ditemukan menghubungkan praktik keagamaan, kebersamaan, berbagi, dan identitas budaya, sedangkan nilai edukatifnya mencakup religiusitas, gotong royong, tanggung jawab, disiplin, kepedulian sosial, kebersamaan, dan pelestarian budaya. Nilai-nilai tersebut menjadi pengalaman pendidikan melalui keterlibatan, keteladanan, pembiasaan, dan pemaknaan terhadap praktik budaya. Penelitian menyimpulkan bahwa Roah berpotensi dikembangkan sebagai pedagogi budaya yang kontekstual dan partisipatif dalam pembentukan karakter peserta didik, karena nilai budaya tidak hanya disampaikan secara verbal, tetapi dialami dan dipraktikkan dalam kehidupan madrasah.