<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA"^^ . "This research is grounded in the context of the Shia\r\ncommunity in Jepara, particularly Pesantren Darut Taqrib (DATA),\r\nwhich exists within a predominantly Sunni social environment. The\r\nShia community is considered a minority not solely due to their\r\nsmall numbers but also because of the social and historical\r\nexperiences that shape their collective awareness as a distinct\r\nreligious group within the majority. This positioning places them in\r\na situation where they must defend their identity, build resilience,\r\nand actualize the values of multicultural education within the\r\npesantren (Islamic boarding school) environment.\r\nThis study aims to answer three main questions: how the\r\nidentity of Pesantren DATA is formed as an Islamic educational\r\ninstitution for the Shia minority in Jepara; how the Shia community\r\nin Jepara sustains itself amid the cultural dominance of Sunni Islam\r\non the northern coast of Java; and how Pesantren DATA actualizes\r\nmulticultural education to support identity formation and resilience\r\nas an Islamic minority group.\r\nThe research employs a qualitative approach using a case\r\nstudy method focused on Pesantren DATA. Social identity theory\r\nby Jan E. Stets and Peter J. Burke is utilized to analyze the\r\nformation of Shia identity, while community resilience theory by\r\nDaniel P. Aldrich and Michelle A. Meyer helps explain the\r\nstrategies of resilience employed by the Shia community. James A.\r\nBanks’ theory of multicultural education serves as the analytical\r\nfoundation for understanding how multicultural values are\r\ninternalized within the pesantren’s educational practices. Data\r\ncollection methods include observation, in-depth interviews, and\r\ndocumentation, which are analyzed through systematic stages of\r\ncompilation, problem solving, reorganization, interpretation, and\r\nconclusion drawing.\r\nThe findings reveal that the Shia identity in Jepara is\r\nreinforced by the role of Pesantren DATA as a center for cultivating\r\nstudents (santri) devoted to the ahl al-bayt (the family of the\r\nProphet Muhammad, a central concept in Shia Islam) through a\r\nShia-specific curriculum and affiliation with the Indonesian\r\nAhlulbait Organization (ABI). This reinforces Shia identity within the Sunni-majority environment. Nevertheless, in religious\r\npractices such as prayer (salat), ablution (wudu), and the\r\ncommemoration of Ashura (a significant day in Shia tradition),\r\ntheir identity often blends with Sunni traditions. On the other hand,\r\nnational identity is emphasized through acceptance of Pancasila\r\n(the state ideology), the 1945 Constitution, the national motto\r\nBhinneka Tunggal Ika (Unity in Diversity), the Unitary State of the\r\nRepublic of Indonesia (NKRI), participation in national holidays,\r\nand solidarity with Palestine.\r\nThe resilience of the Shia community is supported by\r\ncommonalities in religious traditions and active involvement in\r\nsocio-religious activities. Their resilience strategies include\r\ncultural adaptation, strengthening nationalism, kinship networks,\r\nintermarriage, integration of religious and social activities, and\r\nreinforcing social networks through the concepts of bonding,\r\nbridging, and linking. Multicultural values such as equality,\r\nopenness, tolerance, and respect for diversity are internalized\r\nthrough integrated curriculum content, avoidance of fanaticism,\r\ninter-sect and interfaith dialogue, and equity pedagogy. However,\r\nthe actualization of these values has not yet been fully structured\r\nwithin the formal curriculum framework. As a result, when tensions\r\narise between Shia and Sunni communities, harmony is often\r\nmaintained through political-pragmatic approaches such as\r\nnegotiation, diplomacy, and mediation, rather than through the\r\ntransformative power of education nurtured within the pesantren.\r\nThis study contributes to Islamic education scholarship in\r\nthree ways: first, by highlighting the urgency of state recognition\r\nfor the educational rights of minority groups through inclusive\r\npolicies; second, by presenting the pesantren as a model of\r\nmulticultural education that fosters awareness of identity in\r\ndiversity; and third, by advocating for the expansion of Islamic\r\neducation paradigms through a multicultural approach as a\r\nconstructive response to the pluralistic realities of Indonesian\r\nsociety."^^ . "2025-06-16" . . . . "UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . "PASCARSARJANA, UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . . . . . . . "NIM.: 20300011012"^^ . "Ahmad Saefudin"^^ . "NIM.: 20300011012 Ahmad Saefudin"^^ . . . . . . "PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA (Text)"^^ . . . . . "20300011012_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf"^^ . . . "PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA (Text)"^^ . . . . . "PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA (Other)"^^ . . . . . . "PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA (Other)"^^ . . . . . . "PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA (Other)"^^ . . . . . . "PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA (Other)"^^ . . . . . . "PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA (Other)"^^ . . . . . . 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