Syawaldi Syawaldi, Novi Hendri, Yudi Gucandra

The Influence of ABS-SBK Cultural Values on Religious Moderation Among Teachers at the Syech Ahmad Khatib Islamic Boarding School

Introduction

The influence of abs-sbk cultural values on religious moderation among teachers at the syech ahmad khatib islamic boarding school. Examine how Minangkabau's ABS-SBK cultural values impact religious moderation among teachers at Syech Ahmad Khatib Islamic Boarding School. Quantitative study reveals a significant positive influence.

Abstract

This study aims to analyze the influence of the cultural values of Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK) on teachers’ attitudes toward religious moderation at the Syech Ahmad Khatib Al-Minangkabauwi Tahfidz Islamic Boarding School. The study employs a quantitative approach with a causal-associative design using a field survey method. The study population and sample consisted of all 24 teachers using total sampling. The research instrument was a questionnaire with a 1-to-5 Likert scale comprising 35 items, including 20 items for the ABS-SBK cultural values variable and 15 items for the religious moderation variable. Data analysis was conducted through validity, reliability, normality, linearity, and simple linear regression tests using statistical software. The results showed that all items of variable X were valid (r = 0.419 to 0.899) and reliable, with a Cronbach’s Alpha value of 0.912. Variable Y had 13 valid items with a Cronbach’s Alpha of 0.906. The simple linear regression analysis yielded the equation Y = 8.230 + 0.658X, with a correlation coefficient R = 0.831 and a coefficient of determination R² = 0.690. This indicates that ABS-SBK cultural values have a positive and significant influence on teachers’ religious moderation, accounting for 69.0% of the variance, with a calculated t-value (7.000) greater than the critical t-value (2.074) at a significance level of 0.000 < 0.05. The dimension of internalization of traditional values is the strongest predictor in shaping teachers’ religious moderation attitudes in the Islamic Boarding School environment.

Review

The study "The Influence of ABS-SBK Cultural Values on Religious Moderation Among Teachers at the Syech Ahmad Khatib Islamic Boarding School" addresses a timely and significant topic concerning the intersection of traditional cultural values and contemporary religious attitudes. The research clearly articulates its objective to analyze the influence of Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK) cultural values on teachers' religious moderation. Employing a quantitative approach with a causal-associative design and robust statistical analyses (including validity, reliability, normality, linearity, and simple linear regression), the study provides compelling evidence. The strong correlation coefficient (R = 0.831) and high coefficient of determination (R² = 0.690) unequivocally demonstrate a positive and significant influence, indicating that nearly 70% of the variance in religious moderation among teachers can be explained by ABS-SBK cultural values in this specific context. While the study presents clear and statistically significant findings, some methodological considerations warrant discussion. The primary limitation lies in the small sample size of 24 teachers, even with total sampling. Although this allows for a focused investigation within the specific Islamic boarding school, it severely restricts the generalizability of the findings to other institutions or a broader population of teachers, including those within the wider Minangkabau region. Furthermore, relying solely on self-reported questionnaire data for sensitive topics like religious moderation and cultural values introduces potential for social desirability bias, where respondents might provide answers perceived as culturally or religiously appropriate rather than their genuine attitudes. The abstract also notes that 2 out of 15 items for the religious moderation variable were invalid, which, while addressed through statistical refinement, suggests some initial conceptual or measurement issues. Despite these limitations, this study makes a valuable contribution by empirically demonstrating a strong relationship between the ABS-SBK cultural framework and religious moderation among educators at the Syech Ahmad Khatib Islamic Boarding School. The identification of the "internalization of traditional values" dimension as the strongest predictor offers a specific insight into *which* aspects of ABS-SBK are most impactful. The findings suggest practical implications for educational institutions seeking to foster religious moderation by integrating and reinforcing indigenous cultural values. Future research could enhance generalizability by replicating this study with larger, more diverse samples across multiple Islamic boarding schools. Additionally, incorporating qualitative methodologies, such as in-depth interviews, would provide a richer understanding of the nuanced mechanisms through which ABS-SBK values are internalized and subsequently influence teachers' attitudes towards religious moderation.

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