@phdthesis{digilib67155,
           month = {August},
           title = {MABADI? AL-IRSYAD: IMPLEMENTASI DAN DAMPAKNYA TERHADAP PENGEMBANGAN LEMBAGA PENDIDIKAN AL-IRSYAD DI JAWA TENGAH, 1938 -2023 M.},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 17300016034 Wachid Nurhidayat},
            year = {2024},
            note = {Promotor: Prof. Dr. Dudung Abdurrahman, M.Hum. dan Prof. Dr. Moch. Nur Ichwan, S.Ag., M.A.},
        keywords = {Mabadi? al-Irsyad, Implementasi Pendidikan,
Kontestasi, Dinamika al-Irsyad, Animo Orang Tua},
             url = {https://digilib.uin-suka.ac.id/id/eprint/67155/},
        abstract = {Although the two al-Irsyad organisations ? Jam?iyyah al-Irsyad
al-Islamiyyah (hereinafter referred to as al-Islamiyyah) and al-Irsyad
Association (hereinafter referred to as the Association) ? should share
understandings and Mabadi al-Irsyad (al-Irsyad ideology)
implementation, there are, in fact, significant differences on it.
Conflict between the two organisations impede the development of
education institution under them. Three main targets to aim in this
study are: first, to analyze what causes the disunity; second, to trace
the Mabadi al-Irsyad implementation in each party; third, to analyze
the factors which successfully maintain the parents? interest in al-
Irsyad school high, despite the disharmony. This historical research
applied sociological approach which was meant to examine the
structure and function of the organizations ? domiciled in five towns
(Semarang District, Tegal, Pekalongan, Purwokerto, and Cilacap)
within the Central Java Province ? and its dynamic. The results
showed the followings. First, the concept of Mabadi al-Irsyad was
first formulated and introduced by four Surkati?s students: Salim bin
Awad Sungkar al-Umrei, Abdullah Badjerei, Umar B. Sulaiman Naji,
and Abdullah Salim al-Attas. It was then re-formulated in Conference
XXX in Bondowoso in 1970 before being enhanced by the
organization board. It was during the concept-enhancement process
that disunity began due to the single-principle-of-Pancasila policy
during the New Order reign. Second, the implementation of Mabadi?
al-Irsyad in education world appeared in two different education
models. Whilst a religious-conservative character model was
employed by the Association, a modernist-futuristic character one
was taken by al-Islamiyyah. The former focused on Islam as a
religion, Arabic, and missionary endeavor in which Arabic and
Religion form the predominant curriculum. The modernist-futuristic
model, on the other hand, emphasized the comprehension of
knowledge in general and English, with favorite higher education ? national and international ? orientation. Third, regardless of the
disharmony in the foundation, the parents? interest to send their
children to al-Irsyad schools remained high. It is the success of
keeping its positive image and reputation that attracted parents?
attention and interest in both al-Islamiyyah school and the
Association one. In addition, the schools had high education quality
as they applied Mabadi? al-Irsyad curriculum, which is
comprehensive and relevant to global needs. The school also had
numerous academic and non-academic achievements.}
}