TY  - THES
N1  - Prof. Dr. Sangkot Sirait, M.Ag. dan Dr. Andi Prastowo, M.Pd.I.
ID  - digilib72315
UR  - https://digilib.uin-suka.ac.id/id/eprint/72315/
A1  - Desti Widiani, NIM.: 21304011014
Y1  - 2025/07/21/
N2  - Following the post-reform era, Indonesia has experienced a
diversification of educational ideologies, including the resurgence of
Kutt?b institutions, which reflect a wave of Islamic revivalism
originating from the Middle East. The emerging trend of Kutt?b
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 Kutt?b development
in Surakarta and to explore the construction and implementation of
Islamic educational ideology within Kutt?b institutions, as well as its
implications for students? religious attitudes. The research focuses on two
institutions: Kutt?b Ibnu Abbas and Kutt?b Al-Jazary. It seeks to answer
three central research questions: What factors contributed to the
emergence and sustainability of Kutt?b as an alternative education model
in Surakarta? How is the Islamic educational ideology constructed within
the Kutt?b 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, Kutt?b institutions in Surakarta emerged as a response to the
value crisis in modern education by promoting Islam as the solution (al-
Isl?m huwa al-?al). Their emergence represents a reformulation of classical education based on faith (?m?n) 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 Kutt?b institutions comprises four
components: the values of taw??d (monotheism) and ?aq?dah
Isl?miyyah (Islamic creed); the concept of ?al? Minh?j?n Nubuwwah
(prophetic generation) and the model of the al-Salaf al-??li? (righteous
predecessors); the view of human nature as inherently good (fi?rah); and
the collectivization of the network of secondary schools in one
foundation. In terms of ideological orientation, the Kutt?b institutions in
Surakarta fall under the category of religious conservatism, though they
vary in degree. Kutt?b Ibnu Abbas aligns with moderate religious
conservatism, while Kutt?b 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. Kutt?b Ibnu Abbas fosters
practical moral behavior and encourages applying knowledge through
action, while Kutt?b Al-Jazary promotes ?Amal Qur??n? (Qur?anic-based
action) and Qur??n ?Amal? (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.
PB  - UIN SUNAN KALIJAGA YOGYAKARTA
KW  - Ideologi
KW  -  Pendidikan Islam
KW  -  Kuttab
KW  -  Sikap Keberagamaan
M1  - doctoral
TI  - IDEOLOGI PENDIDIKAN ISLAM PADA KUTT?B DI SURAKARTA (KONSTRUKSI, IMPLEMENTASI DAN IMPLIKASINYA PADA SIKAP KEBERAGAMAAN PESERTA DIDIK)
AV  - restricted
EP  - 467
ER  -