The Influence of Learaning the East Javanese Pegon Arabic Text in the Aqidatul Awam Book on the Understanding of Islamic Values among Students of IAIN Sultan Amai Gorontalo

Farik Paguto; Suharia Sarif; Rahmat Qabul Mahmud

Authors

Farik Paguto IAIN Sultan Amai Gorontalo
Suharia Sarif IAIN Sultan Amai Gorontalo
Rahmat Qabul Mahmud STIBA Makassar

Keywords:

Islamic Values, Islamic Literacy, Contextual Teaching, Learning, Islamic Education, Arabic Pegon

Abstract

This study is motivated by the need to strengthen Islamic values education in Islamic higher education institutions through a contextual and culture-based literacy approach. The Arab Pegon tradition, as a legacy of Islamic literacy in the Indonesian Archipelago (Islam Nusantara), is believed to possess pedagogical potential that integrates language, values, and culture within the learning process. The purpose of this research is to empirically examine the effect of Pegon-text-based learning on students’ understanding of Islamic values at IAIN Sultan Amai Gorontalo. This study employed a quantitative approach using a quasi-experimental pretest–posttest control group design. The sample consisted of 60 students equally divided into experimental and control groups. The experimental group participated in learning activities using the Aqidatul Awwam text (East Java Pegon) for eight sessions through reading, translation, and value discussion methods, while the control group used standard Arabic texts. Statistical analysis revealed a significant improvement in the experimental group (posttest mean score = 86.93) compared to the control group (72.45), with t = 7.82 and p < 0.05. These findings confirm that Pegon-based learning effectively enhances students’ cognitive and affective comprehension of Islamic values. The study concludes that this approach reinforces the relevance of Contextual Teaching and Learning (CTL) and locally grounded Islamic literacy in modern Islamic education. Its primary contribution lies in providing empirical evidence of Pegon’s pedagogical effectiveness as a medium for value internalization and in offering recommendations for curriculum development and culturally responsive assessment instruments to strengthen value-based education in Islamic universities.

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