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PENDIDIKAN ISLAM KAUM MINORITAS IDENTITAS, RESILIENSI, DAN MULTIKULTURALISME PESANTREN SYIAH DI JEPARA
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.
PASCARSARJANA, UIN SUNAN KALIJAGA YOGYAKARTA
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)
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297.77 Pendidikan Agama Islam (Sekolah Islam, Pondok Pesantren, TPA, TPQ)