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bibo:abstract "This study examines the social cohesion of the religious study congregation at Binaul Ummah Islamic Boarding School in Wonolelo Village, Pleret District, Bantul Regency. The research is motivated by the high level of community participation in the boarding school’s religious activities despite the village’s geographical location in a hilly area with relatively challenging access. The religious activities, conducted regularly, serve not only as a means of religious learning but also as a space for social interaction that strengthens relationships among community members.\r\nThis study employs a qualitative method with a descriptive approach. Primary data were collected through field observations, semi-structured interviews, and documentation, while secondary data were obtained from relevant literature, including scientific journals, books, and village archives. The research involved nine informants consisting of the boarding school leader, community leaders, members of the religious study congregation, and local residents, selected using a purposive sampling technique. Data analysis was carried out through data reduction, open coding, data presentation, and conclusion drawing. The study uses Emile Durkheim’s theories of social cohesion and social solidarity as its analytical framework.\r\nThe findings reveal that social cohesion in Wonolelo Village is formed through continuous social interactions occurring within the religious activities of Binaul Ummah Islamic Boarding School. These activities provide a social space that brings together people from diverse backgrounds in terms of age, occupation, and educational level. Repeated interactions foster a sense of togetherness, solidarity, social concern, and emotional bonds among congregation members. This social cohesion is reflected in increased social cooperation, mutual assistance, concern for fellow community members, and active participation in both social and religious activities. Furthermore, the religious activities strengthen the relationship between the boarding school and the community, positioning the institution not only as a center of religious education but also as a hub of social integration within the village. This study supports Emile Durkheim’s view that collective religious activities can generate social solidarity and strengthen social bonds through shared emotional experiences."^^xsd:string;
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