@phdthesis{digilib71750,
           month = {June},
           title = {PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 20300011012 Ahmad Saefudin},
            year = {2025},
            note = {Prof. Dr. H. Mahmud Arif, M.Ag dan Dr. H. Karwadi, S.Ag, M.Ag.},
        keywords = {Pendidikan Islam, Identitas, Resiliensi, Multikulturalisme, Pesantren Syiah},
             url = {https://digilib.uin-suka.ac.id/id/eprint/71750/},
        abstract = {This research is grounded in the context of the Shia
community in Jepara, particularly Pesantren Darut Taqrib (DATA),
which exists within a predominantly Sunni social environment. The
Shia community is considered a minority not solely due to their
small numbers but also because of the social and historical
experiences that shape their collective awareness as a distinct
religious group within the majority. This positioning places them in
a situation where they must defend their identity, build resilience,
and actualize the values of multicultural education within the
pesantren (Islamic boarding school) environment.
This study aims to answer three main questions: how the
identity of Pesantren DATA is formed as an Islamic educational
institution for the Shia minority in Jepara; how the Shia community
in Jepara sustains itself amid the cultural dominance of Sunni Islam
on the northern coast of Java; and how Pesantren DATA actualizes
multicultural education to support identity formation and resilience
as an Islamic minority group.
The research employs a qualitative approach using a case
study method focused on Pesantren DATA. Social identity theory
by Jan E. Stets and Peter J. Burke is utilized to analyze the
formation of Shia identity, while community resilience theory by
Daniel P. Aldrich and Michelle A. Meyer helps explain the
strategies of resilience employed by the Shia community. James A.
Banks? theory of multicultural education serves as the analytical
foundation for understanding how multicultural values are
internalized within the pesantren?s educational practices. Data
collection methods include observation, in-depth interviews, and
documentation, which are analyzed through systematic stages of
compilation, problem solving, reorganization, interpretation, and
conclusion drawing.
The findings reveal that the Shia identity in Jepara is
reinforced by the role of Pesantren DATA as a center for cultivating
students (santri) devoted to the ahl al-bayt (the family of the
Prophet Muhammad, a central concept in Shia Islam) through a
Shia-specific curriculum and affiliation with the Indonesian
Ahlulbait Organization (ABI). This reinforces Shia identity within the Sunni-majority environment. Nevertheless, in religious
practices such as prayer (salat), ablution (wudu), and the
commemoration of Ashura (a significant day in Shia tradition),
their identity often blends with Sunni traditions. On the other hand,
national identity is emphasized through acceptance of Pancasila
(the state ideology), the 1945 Constitution, the national motto
Bhinneka Tunggal Ika (Unity in Diversity), the Unitary State of the
Republic of Indonesia (NKRI), participation in national holidays,
and solidarity with Palestine.
The resilience of the Shia community is supported by
commonalities in religious traditions and active involvement in
socio-religious activities. Their resilience strategies include
cultural adaptation, strengthening nationalism, kinship networks,
intermarriage, integration of religious and social activities, and
reinforcing social networks through the concepts of bonding,
bridging, and linking. Multicultural values such as equality,
openness, tolerance, and respect for diversity are internalized
through integrated curriculum content, avoidance of fanaticism,
inter-sect and interfaith dialogue, and equity pedagogy. However,
the actualization of these values has not yet been fully structured
within the formal curriculum framework. As a result, when tensions
arise between Shia and Sunni communities, harmony is often
maintained through political-pragmatic approaches such as
negotiation, diplomacy, and mediation, rather than through the
transformative power of education nurtured within the pesantren.
This study contributes to Islamic education scholarship in
three ways: first, by highlighting the urgency of state recognition
for the educational rights of minority groups through inclusive
policies; second, by presenting the pesantren as a model of
multicultural education that fosters awareness of identity in
diversity; and third, by advocating for the expansion of Islamic
education paradigms through a multicultural approach as a
constructive response to the pluralistic realities of Indonesian
society.}
}