Integration of Malay Cultural Values in Islamic Education: An Analysis of Local Values-Based Contextual Approach
DOI:
https://doi.org/10.15575/atthulab.v10i2.52413Keywords:
Islamic Education, Malay Cultural Values, Contextual Teaching and Learning (CTL)Abstract
This study aims to analyze the integration of Malay cultural values in Islamic education through a contextual approach based on local culture (Contextual Teaching and Learning/CTL). Malay culture possesses its own noble values, such as politeness, respect for social hierarchy, mutual cooperation, and the principle of adat bersendi syarak, syarak bersendi Kitabullah. All of which are aligned with the teachings of Islam. Although many studies have discussed Islamic education and local culture, research that specifically examines the integration of Malay cultural values within the CTL learning framework remains limited. Therefore, this study aims to fill this research gap through the conceptual and theoretical analysis. This is a library research using a qualitative descriptive approach by analyzing various relevant scholarly sources on Malay culture, Islamic education, and CTL theory. The findings indicates that Malay cultural values can be conceptually structured as a foundation for integration within the curriculum and instructional strategies of Islamic education. This integration had the potential to strengthen the development of students’ religious and social character while also contributing to the preservation of Malay cultural identity in the educational context. This study was theoretical in nature. It is expected to enrich the body of knowledge in Islamic education and serve as a foundation for future empirical research.
References
Abdul-jabbar, W. K., & Makki, Y. (2024). Integrating Intercultural Philosophy into the High School Curriculum : Toward a Deliberative Pedagogy of Tadabbur in Diasporic Muslim Education. Journal Religion, 15(189).
Aldi, M., & Khairanis, R. (2025). The Synergy of Religion and Malay Culture in Improving the Empowerment of Islamic Communities Towards Achieving SDGS. Perada: Jurnal Studi Islam Kawasan Melayu, 7(2), 169–183. https://doi.org/10.35961/perada.v7i2.1758
Apriyani, R., Gloriani, Y., & Khaerudin, I. R. (2022). Model Kontekstual Berorientasi Kearifan Lokal Pada Materi Cerita Rakyat. Jurnal Tuturan, 11(1), 36–45. https://doi.org/10.33603/jt.v11i1.6348
Artis, E. (2025). Bahasa, Adat, Dan Senyum: Komunikasi Budaya Melayu di Riau dalam Menjalin Harmoni Sosial. Nusantara: Jurnal for Southeast Asian Islamic Studies, 21(2). https://doi.org/10.24014/nusantara.v20i1.38451
Asrori, M., Fandi, B., Sofian, G. Y., Fadhel, A., Hidayat, S., & Suja, A. (2025). Islamic educational and cultural values in Indonesian puppetry art : a systematic literature review. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2490445
Basuki, Sholeh Hidayat, C. A. H. F. S. (2025). The Effectiveness Of Contextual Teaching And Learning (Ctl) In Education: A Systematic Literature Review And Meta-Analysis. International Journal of Accounting, Management, Economics and Social Sciences, 3(6), 1984–2003.
Farid Haluti, Jumahir, & Sukmawati. (2024). Pembelajaran Agama Islam dan Kearifan Lokal: Strategi Integrasi Budaya dalam Kurikulum Sekolah Dasar. Jurnal Pendidikan Islam Al-Ilmi, 7(2), 125–131. https://doi.org/10.32529/al-ilmi.v7i2.3495
Kostiainen, E., & Johanna, P. (2025). Meaningful learning over the course of teacher education : Teaching and Teacher Education, 168.
Lestari, F., & Putra, Z. H. (2025). Culturally Responsive Pedagogy in Inclusive Education : A Systematic Review of Global Practices ( 2019 – 2024 ). PPSDP International Journal of Education, 4(5–7), 1427–1440.
Marlina. (2020). Nilai Kearifan Lokal Dalam Tunjuk Ajar Melayu. Diksi, 28(2), 199–209.
Muhammad, U. A., Fuad, M., Ariyani, F., & Suyanto, E. (2022). Bibliometric analysis of local wisdom-based learning : Direction for future history education research. International Journal of Evaluation and Research in Education, 11(4), 2209–2222. https://doi.org/10.11591/ijere.v11i4.23547
Perales, W., & Ulla, M. B. (2025). Technology in EFL contextual teaching and learning : Teachers ’ practices and perspectives in a Thai university. Heliyon, 11(17), e44169. https://doi.org/10.1016/j.heliyon.2025.e44169
Ratri, D. P., Widiati, U., Astutik, I., Magdalena, P., Malang, U. N., & Brawijaya, U. (2024). A Systematic Review on the Integration of Local Culture into English Language Teaching in Southeast Asia: Current Practices and Impacts on Learners’ Attitude and Engagement. Pegem Journal of Education and Instruction, 14(2), 37–44. https://doi.org/10.47750/pegegog.14.02.05
Roelle, J., & Richter, T. (2025). Maintaining the outcomes of meaningful learning: Where are we and where do we need to go ? An introduction to the special issue on lasting learning. Learning and Instruction, 102, 102277. https://doi.org/10.1016/j.learninstruc.2025.102277
Sa’diah, H., Jarir, J., Suswanto, S., & Solehati, C. (2025). Pendidikan Karakter Anak: Kajian Etnoparenting dalam Adat dan Adab Islam Melayu. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 8(4), 3888–3895. https://doi.org/10.54371/jiip.v8i4.7612
Sabiteka, M., Yu, X., & Sun, C. (2025). Toward Sustainable Education : A Contextualized Model for Educational Technology Adoption for Developing Countries. Sus, 17(8).
Saputra, K., Moeis, I., Suryanef, S., & Wirdanengsih, W. (2023). Moral Degradation of Manners Among Public Junior High School Students. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 5(3), 763–773. https://doi.org/10.37680/scaffolding.v5i3.3860
Solihin, S. M. (2017). Integration Of Malay Cultural Identity With Islamic Religion. International Islamic University Malaysia, 1(2), 121–128.
Tahir, H., Jonas, R., & Lackland, D. (2023). Acculturation preferences and perceived ( dis ) loyalty of Muslims in the U . K .: Two vignette-based experimental studies. International Journal of Intercultural Relations, 93. https://doi.org/10.1016/j.ijintrel.2023.101759
Tambak, S., Sukenti, D., & Firdaus, F. (2024). Indigenous knowledge of Malay culture and Islamic professional madrasa teachers : a phenomenological investigation. International Journal of Evaluation and Research in Education, 13(6), 4296–4306. https://doi.org/10.11591/ijere.v13i6.29650
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Khovifah Puspita Sari, Nyayu Soraya, Baldi Anggara
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
