In an Islamic perspective, the obligation to study is an inseparable part of the
duties and functions of humanity. Even Islam has ordered its followers to study from
the cradle (swing) to the grave. As a legacy of tradition, baayun maulid occupies an
irreplaceable position in the socio-cultural life of Banua Halat people where there are
various important aspects such as cultural aspects, theological elements, and Islamic
education values contained in it.
The focuses of the problems in this dissertation are (1) Baayun maulid
tradition; (2) The dialectics of the Banua Halat community's religious understanding
in baayun maulid tradition; (3) The values of Islamic education in baayun maulid
tradition.
This study used a philosophical-anthropological approach with ethnographic
methods through descriptive, analysis and interpretation formats as well as data
collection techniques through documentation, interviews and observations.
The results showed that the baayun maulid tradition originated from the preIslamic tradition in the past which was known as baayun anak tradition in bapalas
bidan ceremony. A baby must not be cared for by its parents before being rocked by a
midwife who helped the baby's birth. Since it was believed that when a midwife
helped the delivery process, it involved mystical or unseen things. After Islam
entered, this tradition experienced several adjustments to the values of Islamic
teachings. Therefore, because the process of its implementation is in conjunction with
the celebration of the Prophet Muhammad's birthday on every 12th of Rabiul Awwal,
this tradition now becomes known as baayun maulid. The dialectics of the religious
understanding of the Banua Halat community in baayun maulid tradition are divided
into three patterns, namely adaptive, rejective, and affirmative-reconstructive. This is
due to differences in the responses and perspectives of the scholars and the Banua
Halat community to the ritual elements and equipments in baayun maulid ceremony.
In Baayun Maulid tradition in Banua Halat village, there are Islamic education
values, namely: (1) Badangsanak; (2) Gawi sabumi; (3) Silaturrahmi; (4)
Maumpatakan; (5) Introducing the figures and examples of the Prophet Mohammad
Saw.; (6) Wisdom ; (7) Introducing the function of the mosque to childhood.