Cultural Da'wah Based on Islamic Social Pedagogy in Strengthening Religious Moderation in the Community of Lamongan
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Abstract
This study examines the practice of cultural preaching (dakwah kultural) conducted by a religious leader in Plandi Hamlet, Lamongan, as a form of Islamic social pedagogy for strengthening religious moderation. Employing a qualitative case study approach with a historical perspective, data were collected through in-depth interviews and observations involving ten informants, including family members, close associates, and community leaders. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings indicate that before 1988, Plandi Hamlet experienced complex religious conditions characterized by syncretic rituals under a tamarind tree, participation of Muslims in interfaith celebrations without adequate theological understanding, and the prevalence of gambling and alcohol consumption during funeral ceremonies. In response, the religious leader implemented a pulpit-less preaching strategy emphasizing dialogue, gradual persuasion, and engagement with community leaders through neighborhood meetings and social visits. Exemplary behavior (uswah hasanah) became the central pedagogical approach, demonstrated through consistency between teachings and daily actions. This approach contributed to significant social and religious transformations, including the establishment of Friday prayers in 1997, the reduction of syncretic practices, the development of Quranic educational institutions and mosque construction through charitable participation, and the decline of immoral cultural performances. Religious moderation was strengthened through interreligious harmony, reinterpretation of local religious spaces, and the institutionalization of routine religious practices. The study concludes that culturally grounded Islamic social pedagogy effectively promotes community-based religious moderation. The findings also demonstrate the importance of participatory, contextual, and culturally sensitive approaches in religious education at grassroots levels.
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