Integrating Minangkabau Cultural Values in Teaching Generation Z: A Reflective Practice Study of Lecturers in the Islamic Library and Information Science Program at UIN Mahmud Yunus Batusangkar

Abstract

This study aims to analyze lecturers’ reflective teaching practices in integrating Minangkabau cultural values into the learning process within the Islamic Library and Information Science Program (IPII) at UIN Mahmud Yunus Batusangkar, as well as to examine Generation Z students’ perceptions of the implementation of these values.The urgency of this research arises from the ethical and cultural identity challenges faced by students in the digital era, where the dominance of technology often displaces social and spiritual values. This study employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews with lecturers and students, and document analysis, then analyzed using the Miles and Huberman interactive model.The findings reveal that IPII lecturers perceive Minangkabau cultural values—such as Adat Basandi Syarak, Syarak Basandi Kitabullah and Kato Nan Ampek—as ethical, moral, and local identity guidelines that remain relevant to the learning context. The integration of these values was carried out reflectively through Case-Based Learning, Project-Based Learning, and Reflective Learning approaches, in which students were engaged in contextual activities such as cultural documentary projects. This integration positively influenced students’ character development, particularly in aspects of politeness, social responsibility, and academic communication ethics.Nevertheless, several challenges were identified, including the heterogeneity of students’ cultural backgrounds and the limited internalization of values in daily behavior. The study highlights that the integration of Minangkabau cultural values is not merely a means of preserving local wisdom but also a character education strategy grounded in reflection, aimed at strengthening the identity and morality of Generation Z students in Islamic higher education. Recommendations emphasize the importance of reinforcing culturally-based curricula and implementing adaptive reflective learning models in response to the dynamics of the digital era.