<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK)"^^ . "Following the post-reform era, Indonesia has experienced a\r\ndiversification of educational ideologies, including the resurgence of\r\nKuttāb institutions, which reflect a wave of Islamic revivalism\r\noriginating from the Middle East. The emerging trend of Kuttāb\r\neducation today demonstrates a distinctive ideological orientation\r\ncompared to other Islamic educational institutions such as madrasah\r\n(Islamic schools) and pesantren (Islamic boarding school). This study\r\naims to examine the socio-historical background of Kuttāb development\r\nin Surakarta and to explore the construction and implementation of\r\nIslamic educational ideology within Kuttāb institutions, as well as its\r\nimplications for students‘ religious attitudes. The research focuses on two\r\ninstitutions: Kuttāb Ibnu Abbas and Kuttāb Al-Jazary. It seeks to answer\r\nthree central research questions: What factors contributed to the\r\nemergence and sustainability of Kuttāb as an alternative education model\r\nin Surakarta? How is the Islamic educational ideology constructed within\r\nthe Kuttāb institutions? How is this ideology implemented, and what\r\nimplications does it have for the religious attitudes of students?\r\nThis study employed a mixed-method approach using a\r\nconcurrent embedded design. Qualitative data were collected through\r\nobservation, interviews, and documentation, while quantitative data were\r\ngathered using questionnaires. The qualitative data analysis followed the\r\ninteractive model of Miles, Huberman, and Saldana, which includes data\r\ncollection, condensation, presentation, and conclusion\r\ndrawing/verification. Data validity was ensured through triangulation of\r\nsources, methods, and theories. Quantitative data analysis involved the\r\nexamination of the outer model (to test indicator validity and reliability)\r\nand the inner model (to analyze relationships among constructs) using\r\nStructural Equation Modeling (SEM) with a Partial Least Square (PLS)\r\napproach.\r\nThe findings indicate that, first, from a socio-historical\r\nperspective, Kuttāb institutions in Surakarta emerged as a response to the\r\nvalue crisis in modern education by promoting Islam as the solution (al-\r\nIslām huwa al-ḥal). Their emergence represents a reformulation of classical education based on faith (īmān) and the Qur‘an to suit the\r\ncontext of urban society. Their existence is supported by the religious\r\nhabitus of the Muslim middle class, internal social structures, and\r\nexternal da„wah (Islamic outreach) networks. Second, the construction of\r\nIslamic educational ideology in these Kuttāb institutions comprises four\r\ncomponents: the values of tawḥīd (monotheism) and „aqīdah\r\nIslāmiyyah (Islamic creed); the concept of „alā Minhājīn Nubuwwah\r\n(prophetic generation) and the model of the al-Salaf al-Ṣāliḥ (righteous\r\npredecessors); the view of human nature as inherently good (fiṭrah); and\r\nthe collectivization of the network of secondary schools in one\r\nfoundation. In terms of ideological orientation, the Kuttāb institutions in\r\nSurakarta fall under the category of religious conservatism, though they\r\nvary in degree. Kuttāb Ibnu Abbas aligns with moderate religious\r\nconservatism, while Kuttāb Al-Jazary adheres to puritan religious\r\nconservatism. Third, the implementation of the educational ideology\r\nwithin these institutions reflects an ―ideological convergence,‖ in which,\r\nin the implementation of educational ideology, elements such as formal\r\nstructure, social structure, and social interaction do not work separately,\r\nbut meet, interact, and strengthen each other. The implications of Islamic\r\neducational ideology on students‘ religious attitudes were measured\r\nquantitatively. Hypothesis testing confirmed that this ideology\r\nsignificantly influences religious attitudes. Kuttāb Ibnu Abbas fosters\r\npractical moral behavior and encourages applying knowledge through\r\naction, while Kuttāb Al-Jazary promotes „Amal Qur‟ānī (Qur‘anic-based\r\naction) and Qur‟ān „Amalī (the practice of the Qur‘an in daily life). These\r\nfindings suggest that Glock and Stark‘s theory is inadequate in explaining\r\nthe religiosity of children at the primary level. Consequently, this\r\ndissertation proposes a theoretical contribution by introducing a\r\n―developmental dimension,‖ which emphasizes that children‘s religiosity\r\nevolves in stages through symbolic recognition, active imitation,\r\nfunctional understanding, and internalization of values."^^ . "2025-07-21" . . . . "UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . "FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . . . . . . . "NIM.: 21304011014"^^ . "Desti Widiani"^^ . "NIM.: 21304011014 Desti Widiani"^^ . . . . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Text)"^^ . . . . . "21304011014_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf"^^ . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Text)"^^ . . . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Other)"^^ . . . . . . "lightbox.jpg"^^ . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Other)"^^ . . . . . . "preview.jpg"^^ . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Other)"^^ . . . . . . "medium.jpg"^^ . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Other)"^^ . . . . . . "small.jpg"^^ . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Other)"^^ . . . . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Other)"^^ . . . . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Other)"^^ . . . . . . "IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK) (Other)"^^ . . . . . "HTML Summary of #72315 \n\nIDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK)\n\n" . "text/html" . . . "297.77 Pendidikan Agama Islam (Sekolah Islam, Pondok Pesantren, TPA, TPQ)" . .