The Impact of Traditional Madrasah and MBHTE Elementary Education on the Sama Dilaut in Simunul, Tawi–Tawi

This study explored trends and patterns in learner experiences using a quantitative descriptive design to investigate the effects of Madrasah education on the Sama Dilaut community in Simunul, Tawi-Tawi. The respondents included Sama Dilaut students aged 10 to 14 who were enrolled in two MBHTE elementary schools and traditional madrasahs for the academic year 2024–2025. Socioeconomic difficulties, individual beliefs, behavior, community involvement, and cultural preservation were among the variables examined in the survey. Purposive sampling was employed due to the hard-to-reach nature of the population. Descriptive statistics and independent t-tests were applied to compare cultural and educational outcomes. The findings showed that although education had a positive impact on religious identity, behavior patterns, and community involvement, issues with socioeconomic inclusion and cultural preservation persisted. While both groups experienced marginalization, discrimination, and a lack of resources, learners who were enrolled in traditional Madrasahs demonstrated a “somewhat higher” level of engagement with cultural preservation. The results highlight the need for more culturally sensitive educational policies that support and advance the academic and cultural growth of underrepresented groups, such as the Sama Dilaut.