The Effectiveness of Learning Arab Pegon Gorontalo Through the Kitab Dikili in Strengthening Islamic Cultural Values Among Students of Muhammadiyah Unggulan Islamic Senior High School, Gorontalo City

Syifa Nurfadhila Sawal; Moh. Aldi Fitrah; Asfar Rinaldy

Authors

Syifa Nurfadhila Sawal IAIN Sultan Amai Gorontalo
Moh. Aldi Fitrah UIN Maulana Malik Ibrahim Malang
Asfar Rinaldy IAIN Sultan Amai Gorontalo

Keywords:

Arab Pegon, Dikili Tradition, Arabic Language Learning, Islamic Cultural Values, Local Culture

Abstract

Arab Pegon Gorontalo has long been a subject of linguistic and phonological studies; however, its use as a formal learning medium for strengthening Islamic cultural values in educational institutions remains very limited. The Dikili tradition—a ritual of dhikr containing accounts of the life of Prophet Muhammad (peace be upon him) in the Gorontalo language written in Arab Pegon—has not yet been optimally integrated into Arabic language instruction at Madrasah Aliyah. This study aims to measure the effectiveness of Arab Pegon learning through the Dikili tradition in strengthening Islamic cultural values among students of Muhammadiyah Unggulan Islamic Senior High School in Gorontalo City.

The research employed a quasi-experimental design with a pretest–posttest control group format. A total of 60 students from grades X and XI were divided into an experimental group and a control group, each consisting of 30 students. The experimental group received Arab Pegon instruction through the Dikili tradition for four months, while the control group underwent conventional Arabic language learning for the same duration. The research instruments included an Arab Pegon comprehension test, a questionnaire on strengthening Islamic cultural values, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and nonparametric difference tests (Wilcoxon and Mann–Whitney U), while qualitative data were examined through content analysis.

The findings show that the experimental group experienced a significantly higher increase in both the strengthening of Islamic cultural values and Arab Pegon comprehension compared to the control group. The average n-gain score of the experimental group fell within the high category, whereas that of the control group was in the low category. The Mann–Whitney U test revealed significant differences between the two groups in terms of Arab Pegon comprehension and the internalization of Islamic cultural values (p < 0.05). Qualitative data support these results, indicating that students in the experimental group demonstrated stronger emotional engagement, greater meaningful connection with the Dikili texts, and deeper contextual understanding of Islamic values in daily life.

This study concludes that teaching Arab Pegon through the Gorontalo Dikili tradition is highly effective in enhancing students’ comprehension and strengthening Islamic cultural values in madrasah settings. The integration of local religious traditions into the curriculum proves to be a relevant and meaningful instructional strategy that strengthens students’ Islamic cultural identity. These findings provide empirical contributions to the development of local wisdom–based learning models and open opportunities for revitalizing Arab Pegon literacy as part of Indonesia’s Islamic cultural heritage within modern formal education.

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