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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 diversification of educational ideologies, including the resurgence of Kuttāb institutions, which reflect a wave of Islamic revivalism originating from the Middle East. The emerging trend of Kuttāb education today demonstrates a distinctive ideological orientation compared to other Islamic educational institutions such as madrasah (Islamic schools) and pesantren (Islamic boarding school). This study aims to examine the socio-historical background of Kuttāb development in Surakarta and to explore the construction and implementation of Islamic educational ideology within Kuttāb institutions, as well as its implications for students‘ religious attitudes. The research focuses on two institutions: Kuttāb Ibnu Abbas and Kuttāb Al-Jazary. It seeks to answer three central research questions: What factors contributed to the emergence and sustainability of Kuttāb as an alternative education model in Surakarta? How is the Islamic educational ideology constructed within the Kuttāb institutions? How is this ideology implemented, and what implications does it have for the religious attitudes of students? This study employed a mixed-method approach using a concurrent embedded design. Qualitative data were collected through observation, interviews, and documentation, while quantitative data were gathered using questionnaires. The qualitative data analysis followed the interactive model of Miles, Huberman, and Saldana, which includes data collection, condensation, presentation, and conclusion drawing/verification. Data validity was ensured through triangulation of sources, methods, and theories. Quantitative data analysis involved the examination of the outer model (to test indicator validity and reliability) and the inner model (to analyze relationships among constructs) using Structural Equation Modeling (SEM) with a Partial Least Square (PLS) approach. The findings indicate that, first, from a socio-historical perspective, Kuttāb institutions in Surakarta emerged as a response to the value crisis in modern education by promoting Islam as the solution (al- Islām huwa al-ḥal). Their emergence represents a reformulation of classical education based on faith (īmān) and the Qur‘an to suit the context of urban society. Their existence is supported by the religious habitus of the Muslim middle class, internal social structures, and external da„wah (Islamic outreach) networks. Second, the construction of Islamic educational ideology in these Kuttāb institutions comprises four components: the values of tawḥīd (monotheism) and „aqīdah Islāmiyyah (Islamic creed); the concept of „alā Minhājīn Nubuwwah (prophetic generation) and the model of the al-Salaf al-Ṣāliḥ (righteous predecessors); the view of human nature as inherently good (fiṭrah); and the collectivization of the network of secondary schools in one foundation. In terms of ideological orientation, the Kuttāb institutions in Surakarta fall under the category of religious conservatism, though they vary in degree. Kuttāb Ibnu Abbas aligns with moderate religious conservatism, while Kuttāb Al-Jazary adheres to puritan religious conservatism. Third, the implementation of the educational ideology within these institutions reflects an ―ideological convergence,‖ in which, in the implementation of educational ideology, elements such as formal structure, social structure, and social interaction do not work separately, but meet, interact, and strengthen each other. The implications of Islamic educational ideology on students‘ religious attitudes were measured quantitatively. Hypothesis testing confirmed that this ideology significantly influences religious attitudes. Kuttāb Ibnu Abbas fosters practical moral behavior and encourages applying knowledge through action, while Kuttāb Al-Jazary promotes „Amal Qur‟ānī (Qur‘anic-based action) and Qur‟ān „Amalī (the practice of the Qur‘an in daily life). These findings suggest that Glock and Stark‘s theory is inadequate in explaining the religiosity of children at the primary level. Consequently, this dissertation proposes a theoretical contribution by introducing a ―developmental dimension,‖ which emphasizes that children‘s religiosity evolves in stages through symbolic recognition, active imitation, functional understanding, and internalization of values.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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)
HTML Summary of #72315 IDEOLOGI PENDIDIKAN ISLAM PADA KUTTĀB DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK)
297.77 Pendidikan Agama Islam (Sekolah Islam, Pondok Pesantren, TPA, TPQ)