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Back to Surau: Redefining Early Childhood Character Education Through the Lens of Minangkabau Culture
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Abstract
Purpose – This study aims to explain the rationale behind the "Back to Surau" research, particularly the importance of the surau-based approach in early childhood character education. The study is motivated by concerns over the degradation of children's moral values and the belief that re-establishing the surau as a center for character education can strengthen moral and noble values in early childhood.
Design/methods/approach – This study employed a qualitative phenomenological approach to explore the experiences of Quran teachers, parents, and community leaders in integrating surau values into early childhood character education. A total of 23 purposively selected participants were involved, including 5 Quran teachers, 6 parents, 2 traditional or religious leaders, and 10 early childhood children (through observation). Data were collected via semi-structured interviews, participatory observation at four selected suraus (two in regency areas and two in urban settings), and document analysis. Thematic analysis followed Miles and Huberman’s (1994) framework—data reduction, presentation, and conclusion drawing—while van Manen’s phenomenological principles guided the interpretation. Research ethics were maintained through informed consent, confidentiality, and cultural sensitivity.
Findings – Six major themes emerged. First, the surau functions as a center of moral and spiritual learning for young children. Second, community involvement and local culture in the surau enrich character education. Third, integrating religious values and local wisdom into daily activities is effective in shaping positive character. Fourth, meaningful learning experiences in the surau foster empathy, discipline, and responsibility. Fifth, support from families and surau management is a key success factor for this approach. Sixth, challenges such as time constraints and modern lifestyles must be addressed when adapting surau values to the formal education context.
Research implications/limitations – This study is limited to a specific cultural community (Minangkabau), limiting the generalizability of the results. However, the findings provide insights into the potential of local wisdom as a character education strategy.
Practical implications – This study encourages early childhood educators and policymakers to integrate surau-based approaches into curricula and school activities. This approach can serve as a model for character building through collaboration among schools, families, and communities.
Originality/value – This research is original in reviving the role of the surau and Minangkabau local wisdom in early childhood education. Its novelty lies in integrating a local traditional institution with modern educational practices to strengthen the character of the young generation.
Paper type Research paper
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1. Introduction
The character crisis among Indonesia's younger generation-manifested in declining respect for parents, low social empathy, and deviant behavior-has become a critical concern within the education system. Rapid technological advancement, including early exposure to smartphones, often introduces children to inappropriate content, which negatively influences their behavior and social attitudes. These conditions highlight the urgent need for substantial, valueoriented educational interventions that foster holistic personality development. As emphasized by Karimah et al., Early Childhood Education (ECE) plays a pivotal role in shaping children's moral and religious values, especially during the golden age of personality formation(Karimah et al., 2023). This period is foundational for establishing an individual's moral compass and identity. Amanah et al., reinforces that behaviors and attitudes cultivated at this stage are key determinants of future life success(Amanah et al., 2025). From an Islamic perspective, character (akhlak) is central to human identity, with noble morals being its essence, as reflected in Q.S Al-Hujurat verse 13: the most honorable person is the most pious, not the wealthiest or most privileged.
Although the need for character education is increasingly urgent, its implementation in many early childhood education settings remains formalistic, fragmented, and disconnected from children's everyday experiences. Such approaches often lack contextual relevance and are ineffective in fostering longlasting behavioral development. What is required is a model of character education grounded in daily life and cultural authenticity(Birhan et al., 2021)(Fertiliana Dea et al., 2020)(Mei-Ju et al., 2014)(Sakti et al., 2024). Historically, local institutions such as the surau have played a significant role in nurturing moral and spiritual development, particularly within Minangkabau and Malay communities. The surau served not only as a site for religious learning but also as a communal environment where values like honesty, responsibility, and cooperation were practiced and internalized through lived experience. This culturally embedded and experience-based approach to education has shown strong potential in supporting children's moral and social development(A’yun et al., 2024)(Ayuni et al., 2025)(Inhorn et al., 2020)(Yuliana & Busyro Karim, 2024).
Revitalizing the educational function of the surau is not a form of nostalgia, but a strategic effort to reconnect education with indigenous cultural values. Although numerous studies have explored the role of local wisdom in education, few have specifically examined how the surau can be re-contextualized within contemporary early childhood education settings. This reveals a significant gap in the literature. Research by Saputri et al. suggest that the philosophical and pedagogical principles embedded in surau culture align closely with the spiritual, emotional, and social learning goals of ECE(Saputri et al., 2022). Yet, in practice, most surau today are limited to serving as places of worship or Quranic literacy, with their broader educational functions largely diminished.
To bridge this gap, a phenomenological approach can be employed to explore how surau values are currently interpreted and implemented by teachers, parents, and community leaders. Reclaiming indigenous educational practices is a decolonizing act that restores local agency in shaping educational paradigms(Karimah et al., 2023)(Kusumawati et al., 2024). Moreover, character education should be integrated holistically from early childhood, combining civic, religious, and emotional dimensions. They advocate fostering integrity through this integration, while Karimah et al. present it as a response to the moral disruption in Society 5.0(Karimah et al., 2023). Emotional intelligence plays a key role in strengthening character formation(Gignac & Schlegel, 2025)(Kamboj & Garg, 2021)(Khilmiyah & Wiyono, 2021)(Yuan et al., 2025), while adaptive yet value-driven education is essential during transitional periods such as the postpandemic "new normal(Fitri & Abdul Latif, 2021)"
Several scholars highlight the value of embedding sociocultural and religious elements in ECE curricula. Role-playing based on Qur'anic narratives effectively supports moral learning in tangible ways(Cholimah et al., 2024)(, 2019)(Tiwuk et al., 2025). Islamic character education fosters moral resilience during crises, while daily routines serve as effective channels for instilling values such as honesty and compassion(Saputri et al., 2022). Kusumawati et al. recommend integrating character education into the core curriculum rather than treating it as an add-on(Kusumawati et al., 2024). Ismail and Solihin et al. emphasize the transmission of noble morals through modeling in Islamic education(Ismail, 2016)(Solihin et al., 2020). Others, like Mansur and Sholeh, demonstrate how local wisdom can enrich character education through contextual learning experiences(Mansur & Sholeh, 2024).
Furthermore, initiatives such as "Cultured Thursday"(Arif et al., 2023)and spiritually guided leadership(Siswanto, 2022)reflect innovative efforts to embed cultural and religious values within school ecosystems. Community-based educational practices such as collective dhikr(Rukmana et al., 2024)and traditional storytelling(Basyar et al., 2020)offer additional frameworks for holistic character development. Islamic education strengthens personal integrity while shaping national character(Danumiharja et al., 2023)(Muhtifah, 2016)(Yumnah, 2021). By drawing on classical texts such as Ta'līm al-Muta'allim, educators can instill discipline and moral seriousness from early childhood(Laili et al., 2022).
Historically, the surau during the Prophet Muhammad's time functioned as multifunctional centers of religious, educational, and communal life. Revisiting this historical model reveals untapped potential for modern ECE, especially when aligned with contemporary curricula like the Merdeka Curriculum, which encourages context-based character education. However, persistent challenges remain in implementing quality character education, including limited teacher support and overly formal religious instruction that neglects the spiritual essence.
Recent research highlights the renewed
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