Integrasi Global Citizenship dan Nilai Pangèsto Dalam Pendidikan Islam Moderat di Madura

Achmad Firdausi; Mohammad Muchlis Solichin; Faidl Royhan

doi:10.52496/bayaniV.6I.1pp61-82

Penulis

Achmad Firdausi Universitas Islam Negeri Madura
Mohammad Muchlis Solichin Universitas Islam Negeri Madura
Faidl Royhan SMP Puncak Darus Salam Pamekasan

DOI:

https://doi.org/10.52496/bayaniV.6I.1pp61-82

Kata Kunci:

Pangèsto, Global Citizenship, Moderate Islamic Education, Madura, Prosocial Responsibility

Abstrak

Moderate Islamic education in Madura requires a conceptual formulation that is able to connect local wisdom, Islamic values and awareness of global responsibility. However, regarding global citizenship in Islamic education, it is still relatively limited in placing Pangèsto as a local Madura ethic that reflects gratitude, reciprocity, and prosocial responsibility. The article aims to formulate an integration model between global citizenship, Pangèsto values and moderate Islamic education. This study uses a qualitative-descriptive approach with a literature study type. Data were analyzed through thematic content analysis of literature that discusses global citizenship, religious moderation, Islamic education, Madura local wisdom, and the theory of gratitude and prosocial responsibility. This study shows that Pangèsto is not only understood as a practice of repaying personal services, but also as a local form of gratitude, moral reciprocity, and prosocial responsibility. In moderate Islamic education, Pangèsto values have a slice of values with gratitude, manners, and ihsan, ukhuwah, tasamuh, and humanitarian responsibility. When integrated with global citizenship, the meaning of Pangèsto has expanded from individual reciprocity to social responsibility towards society, nation, humanity, and the environment. This article offers an integrative framework in the form of: Pangèsto as a local value of Madura – moderate Islamic values / adab and gratitude – global citizenship based on empathy, solidarity, peace, justice, and social-environmental responsibility.

Referensi

Ach. Sayyi, & Imaniyatul Fithriyah. (2025). Transformasi Moderasi Beragama Melalui Kegiatan Koloman Sebagai Media Pendidikan Islam Di Kelurahan Lawangan Daya Pademawu Pamekasan. DEVELOPMENT: Journal of Community Engagement, 4(3), 320–334. https://doi.org/10.46773/djce.v4i3.2519

Algoe, S. B. (2012). Find, Remind, and Bind: The Functions of Gratitude in Everyday Relationships. Social and Personality Psychology Compass, 6(6), 455–469. https://doi.org/10.1111/j.1751-9004.2012.00439.x

Andiono, N. (2024). Konstruksi Pendidikan Moderasi Beragama Berbasis Kearifan Lokal Pesantren. Jalie, 8(1), 23–44.

Andreotti, V. de O. (2011). (Towards) Decoloniality and Diversality In Global Citizenship Education. Globalisation, Societies and Education, 9(3–4), 381–397. https://doi.org/10.1080/14767724.2011.605323

Balarin, M. (2011). Global Citizenship And Marginalisation: Contributions Towards A Political Economy Of Global Citizenship. Globalisation, Societies and Education, 9(3–4), 355–366. https://doi.org/10.1080/14767724.2011.605321

Banks, J. A. (2008). Diversity, Group Identity, and Citizenship Education in a Global Age. Educational Researcher, 37(3), 129–139. https://doi.org/10.3102/0013189X08317501

Bartlett, M. Y., & DeSteno, D. (2006). Gratitude and Prosocial Behavior. Psychological Science, 17(4), 319–325. https://doi.org/10.1111/j.1467-9280.2006.01705.x

Basit, A., & Komalasari, K. (2023). Dampak Isu-Isu Global Dalam Perkembangan Pendidikan Kewarganegaraan Di Indonesia. Jurnal Ilmiah Mimbar Demokrasi, 22(2), 174–180. https://doi.org/10.21009/jimd.v22i2.31671

Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Davies, L. (2006). Global Citizenship: Abstraction Or Framework For Action? Educational Review, 58(1), 5–25. https://doi.org/10.1080/00131910500352523

Emmons, R. A., & McCullough, M. E. (2003). Counting Blessings Versus Burdens: an Experimental Investigation of Gratitude and Subjective Well-Being in Daily Life. Journal of Personality and Social Psychology, 84(2), 377–389. https://doi.org/10.1037/0022-3514.84.2.377

Fathorrahman, F., & Ruqoiyah, S. (2024). Nilai-Nilai Pendidikan Moderasi Beragama dalam Kesenian Macopat di Kabupaten Sumenep. Moderasi: Jurnal Studi Ilmu Pengetahuan Sosial, 5(2), 170–180. https://doi.org/10.24239/moderasi.Vol5.Iss2.399

Hefni, Moh. (2007). Bhuppa’ Bhabhu’ Ghuru Rato (Studi Konstruktivisme-Strukturalis tentang Hierarkhi Kepatuhan dalam Budaya Masyarakat Madura). KARSA, 11(1), 12–20. https://doi.org/https://doi.org/10.19105/karsa.v11i1.144

Hefni, W. (2020). Moderasi Beragama dalam Ruang Digital: Studi Pengarusutamaan Moderasi Beragama di Perguruan Tinggi Keagamaan Islam Negeri. Jurnal Bimas Islam, 13(1), 1–22. https://doi.org/10.37302/jbi.v13i1.182

Hilmy, M. (2013). Whither Indonesia’s Islamic Moderatism? A Reexamination on the Moderate Vision of Muhammadiyah and NU. JOURNAL OF INDONESIAN ISLAM, 7(1), 24. https://doi.org/10.15642/JIIS.2013.7.1.24-48

Kementerian Agama RI. (2019). Moderasi Beragama (1st ed., Vol. 162). Badan Litbang dan Diklat Kementerian Agama RI.

Leduc, R. (2013). Global Citizenship Instruction Through Active Participation: What Is Being Learned About Global Citizenship? The Educational Forum, 77(4), 394–406. https://doi.org/10.1080/00131725.2013.822038

McCullough, M. E., Kilpatrick, S. D., Emmons, R. A., & Larson, D. B. (2001). Is Gratitude a Moral Affect? Psychological Bulletin, 127(2), 249–266. https://doi.org/10.1037/0033-2909.127.2.249

Murdiono, M. (2014). Pendidikan Kewarganegaraan Untuk Membangun Wawasan Global Warga Negara Muda. Jurnal Cakrawala Pendidikan, 3(3). https://doi.org/10.21831/cp.v3i3.2379

Parmenter, L. (2011). Power and Place in The Discourse of Global Citizenship Education. Globalisation, Societies and Education, 9(3–4), 367–380. https://doi.org/10.1080/14767724.2011.605322

Pawitra, A. (2023). Kamus Bahasa Indonesia - Madura dengan Ejaan Madura Tepat Ucap (EMTU) diselaraskan EBMYD 2012 JILID I (A-K). Literasyad.

Snyder, H. (2019). Literature Review as a Research Methodology: An Overview and Guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Stein, S. (2015). Mapping Global Citizenship. Journal of College and Character, 16(4), 242–252. https://doi.org/10.1080/2194587X.2015.1091361

Stoner, K. R., Tarrant, M. A., Perry, L., Stoner, L., Wearing, S., & Lyons, K. (2014). Global Citizenship as a Learning Outcome of Educational Travel. Journal of Teaching in Travel & Tourism, 14(2), 149–163. https://doi.org/10.1080/15313220.2014.907956

Sutrisno, E. (2019). Aktualisasi Moderasi Beragama di Lembaga Pendidikan. Jurnal Bimas Islam, 12(2), 323–348. https://doi.org/10.37302/jbi.v12i2.113

Sutrisno, Rahmad, Komalasari, K., & Sapriya. (2020). Pendidikan Kewarganegaraan Kemasyrakatan Dalam Membangun Wawasan Warga Negara Global. Jurnal Pendidikan Kewarganegaraan, 10(2), 53. https://doi.org/10.20527/kewarganegaraan.v10i2.8000

Sutrisno, S., Sunarto, S., & Jumadi, J. (2023). Global Citizenship Education in The Perspective of Strengthening Pancasila Student Profiles. Jurnal Civics: Media Kajian Kewarganegaraan, 20(2), 322–331. https://doi.org/10.21831/jc.v20i2.63983

UNESCO. (2015). Global Citizenship Education: Topics And Learning Objectives. UNESCO. https://doi.org/10.54675/DRHC3544

Warits, Abd. (2022). Agensi Tradisi Lalabet Pesantren Annuqayah Daerah Lubangsa, Guluk-Guluk, Sumenep, Madura Terhadap Nilai-Nilai Moderasi Beragama. Religi, 18(1), 49–64. https://doi.org/https://doi.org/10.14421/rejusta.v18i1.4689