Berzanji as Community-Based Islamic Education: Intergenerational Transmission and Cultural Preservation among the Malay Community in Bengkalis, Indonesia

Syafe'i Syafe'i; Nurazmira Nurazmira; Abu Anwar

doi:10.29240/belajea.v11i1.17826

Authors

Syafe'i Syafe'i Institut Agama Islam Negeri Datuk Laksemana Bengkalis, Indonesia
Nurazmira Nurazmira Institut Aagama Islam Negeri Datuk Laksemana Bengkalis, Indonesia
Abu Institut Aagama Islam Negeri Datuk Laksemana Bengkalis, Indonesia

DOI:

https://doi.org/10.29240/belajea.v11i1.17826

Keywords:

Berzanji, Community-Based Islamic Education, Islamic Religious Education, Intangible Cultural Heritage, Intergenerational Transmission

Abstract

The Berzanji tradition continues as a cultural practice among the Malay community of Air Putih Village, Bengkalis District, but its educational function faces weak intergenerational regeneration. Previous studies have emphasised religious values, da'wah, and cultural preservation, with limited attention to how Berzanji is sustained through community-based learning and intergenerational transmission. This study examines Berzanji as a medium of Community-Based Islamic Education and identifies challenges to its preservation. Using a qualitative case study, data were collected through observation, interviews, and documentation involving religious leaders, Berzanji group leaders, and community members. The findings show that Berzanji facilitates Islamic learning through collective reading of the Al-Barzanji text, explanation of religious meanings, habituation, role modelling, and communal participation, supporting the internalisation of faith, worship, morality, and social responsibility. Empirically, five women’s Berzanji groups, each comprising approximately 15–20 members, were identified; they are adult groups, with no children’s or youth groups. Practice and training are not conducted systematically, and government support remains limited. Regeneration is therefore the main weakness. Theoretically, the two frameworks reveal a continuity–regeneration tension: Berzanji remains a community-based learning process, but continued practice does not ensure effective transmission and regeneration. Practically, preservation requires systematic youth regeneration, training, and stronger institutional support.

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