INDONESIA:
Budaya lokal merupakan fondasi penting pembentuk identitas dan karakter masyarakat yang perlu dilestarikan di tengah arus globalisasi. Salah satu budaya lokal tersebut adalah tradisi Nganggung di Kelurahan Tua Tunu, yang mengandung pendidikan Islam dan berperan dalam memperkuat solidaritas sosial. Penelitian ini bertujuan untuk mendeskripsikan bentuk pendidikan Islam dalam tradisi Nganggung, menganalisis implementasinya di Kelurahan Tua Tunu, serta mengkaji implikasinya terhadap solidaritas masyarakat.

Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus. Data dikumpulkan melalui wawancara mendalam dengan tokoh adat, tokoh agama, guru PAI, generasi muda, dan masyarakat; observasi partisipan; serta dokumentasi. Analisis data menggunakan model interaktif Miles, Huberman, dan Saldana yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, dengan uji keabsahan data melalui triangulasi sumber dan teknik.

Hasil penelitian menunjukkan nilai-nilai pendidikan Islam dalam tradisi Nganggung meliputi: (1) nilai agama, seperti syukur, sedekah, doa bersama, dan penguatan keimanan; (2) nilai akhlak, seperti kesopanan, tanggung jawab, keikhlasan, gotong royong, dan kesederhanaan; serta (3) nilai sosial, seperti silaturahmi, kepedulian, dan kebersamaan. Implementasi nilai-nilai tersebut tampak dalam pola partisipasi masyarakat, komunikasi sosial, peran masjid dan tokoh agama, serta dukungan pemerintah kelurahan dalam setiap pelaksanaan Nganggung pada momen-momen keagamaan dan sosial. Implikasinya terhadap solidaritas masyarakat berupa meningkatnya frekuensi interaksi sosial, menguatnya rasa kebersamaan, kepekaan sosial, dan rasa memiliki antarwarga, serta terbentuknya modal sosial yang mendukung penguatan kohesi sosial di Kelurahan Tua Tunu. Meski demikian, modernisasi dan menurunnya minat sebagian generasi muda menjadi tantangan yang memerlukan penguatan peran keluarga dan pendidikan dalam pelestarian tradisi Nganggung.

ENGLISH:
Local culture is a crucial foundation for shaping community identity and character, and it must be preserved amidst globalization. One such local culture is the Nganggung tradition in Tua Tunu Village, which embodies Islamic educational values and plays a role in strengthening social solidarity. This study aims to describe the forms of Islamic educational values within the Nganggung tradition, analyze their implementation in Tua Tunu Village, and examine their implications for community solidarity.

This research uses a descriptive qualitative approach with a case study method. Data were collected through in-depth interviews with traditional leaders, religious leaders, Islamic Religious Education (PAI) teachers, young people, and the community; participant observation; and documentation. Data analysis employed the interactive model of Miles, Huberman, and Saldana, encompassing data reduction, data presentation, and conclusion drawing, with data validity tested through triangulation of sources and techniques.

The results show that the Islamic educational values within the Nganggung tradition include: (1) religious values, such as gratitude, almsgiving, communal prayer, and strengthening faith; (2) moral values, such as politeness, responsibility, sincerity, mutual cooperation, and simplicity; and (3) social values, such as kinship, caring, and togetherness. The implementation of these values is evident in patterns of community participation, social communication, the role of mosques and religious leaders, and the support of the sub-district government in every Nganggung event during religious and social events. The implications for community solidarity include increased frequency of social interactions, a strengthened sense of togetherness, social sensitivity, and belonging among residents, as well as the formation of social capital that supports problem solving and strengthens social cohesion in Tua Tunu Sub-district. However, modernization and the declining interest of some younger generations present challenges that require strengthening the roles of families, educational institutions, traditional leaders, and the government in preserving the Nganggung tradition.