A Cultural–Religious Integration Framework for Qur’anic Education: Evidence from Minangkabau Culture in Indonesian Secondary Education

Abstract

This study examines how Qur’anic education can be strengthened by integrating local cultural values into formal schooling. The purpose of this research is to develop an empirical framework for integrating Qur’anic teachings with indigenous cultural traditions in Islamic religious education. A qualitative case study design was employed at SMAN 5 Padang, Indonesia. Data were collected through in-depth interviews with Islamic education teachers and students, classroom observations, and document analysis of lesson plans and school programs. The data were analyzed using thematic analysis supported by NVivo software. The findings reveal three major themes. First, Qur’anic values are integrated with Minangkabau cultural philosophy through teaching materials, classroom practices, and school culture, guided by the principles Adat Basandi Syarak and Syarak Basandi Kitabullah. Second, both teachers and students perceive this integration as enhancing the relevance of religious learning by connecting Islamic teachings with local cultural identity. Third, curriculum adaptation occurs through contextual teaching strategies, although challenges remain in assessment and teacher training. This study contributes to the development of a cultural–religious integration framework for Qur’anic education that demonstrates how religious instruction can be contextualized within local cultural traditions in public secondary schools. The study provides theoretical and practical implications for designing culturally responsive Islamic education and offers an empirical model that can be adapted in other culturally diverse educational contexts.