Abhakte as Everyday Pedagogy: Qualitative Insights into Filial Piety, Family Learning, and Islamic Education in Madura

Abstract

This article examines abhakte ka oreng towa, the Madurese expression of filial devotion, as an everyday pedagogy of family learning and Islamic education. While filial piety is often discussed as a normative religious or moral obligation, this study approaches abhakte as a qualitative educational practice embedded in daily life. Based on interviews, observation, and documentation in Madurese Muslim communities, the article explores how children learn filial piety through family modelling, refined speech, embodied respect, mushalla-based Qur'anic learning, pesantren discipline, ritual participation, and kinship obligations. The findings show that abhakte is transmitted through three interrelated pedagogical processes: modelling and habituation in the family, religious repetition in mushalla and pesantren contexts, and social recognition within the wider community. These processes make filial piety a lived curriculum that connects Islamic teaching, Madurese cultural values, and moral personhood. The article contributes to qualitative studies in education by showing that education occurs not only in formal classrooms but also in everyday relational, linguistic, religious, and affective practices through which children learn how to become socially recognised moral subjects.