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ORTODOKSI DAN PRAKSIS PENDIDIKAN DI PERGURUAN ISLAM PONDOK (PIP) TREMAS PACITAN
This dissertation examines the relation between Islamic orthodoxy and education practice in Islamic Boarding College (IBC) Tremas of Pacitan – one of Islamic colleges (pesantren) which possesses a strategic position in the history of Islam in Indonesia and owns an Islamic intellectual tradition. As a salafiyah pesantren which rooted strongly on the transmission of turāṡ, not only does Tremas IBC function as an institution for passing on Ahl al-Sunnah wa al-Jamā’ah teaching, it also serves as an arena of socializing and pedagogy in which Islamic orthodoxy is institutionalized, reproduced and continuously transmitted. Amid the dynamics of education modernity, social shift, and technology sophistication, pesantren is expected to maintain the tradition continuity without losing its relevance over current development. Based on these contexts, the study is aimed to answer three research questions. How far can the education practice in IBC Tremas maintain the Islamic orthodoxy passed by masyāyikh? How is the orthodoxy blended into the curriculum and education system? How does IBC Tremas keep the tradition continuity and respond changes simultaneously? Using qualitative descriptive-analytic approach, this case study develops the analysis framework through an integrated theoretic approach and the use of concept of turāṡ hegemony by Hasan Hanafi, of discursive tradition by Talal Asad, scientific network by Azyumardi Azra, and continuity and shift by John Obert Voll. Collected via in-depth interviews, participative observation, documentation, and literature study, the data undergo a reduction, categorization, and thematic interpretation processes. Data are also validated through source triangulation, method triangulation, and member check. The results show that the education practices in IBC of Tremas are substantially able to maintain the Islamic orthodoxy through the transmission continuity of turāṡ, strengthening the scientific chain, the authority legitimation of masyāyikh, and the reproduction of religious values in every education structure within the pesantren. The orthodoxy is maintained through not only down-passing normative doctrine, but also a system of science authority which takes sanad, chain of intellectual transmission, and religious legitimation a knowledge-validating base and an orientation of education practices. The implementation of orthodoxy is in the form of kutub al-turāṡ domination within the curriculum, typical pesantren-learning method (such as qirā’ah al-kutub and baḥṡ almasā’il), and internalization of values through academic culture, spiritual habituation, and religious habitus in the system of education – formal, informal, and integrated informal. When coping with changes, IBC of Tremas develops a selective adaptable pattern through institution innovation, integrating between formal and vocational educations, higher education development, and digital technology utilization without leaving al-muḥāfaẓah ‘alā al-qadīm al-ṣāliḥ wa al-akhdh bi al-jadīd al-aṣlaḥ principles. The study contributes to the theoretical construction strength of the relation between orthodoxy and practical education within pesantren tradition, and, at the same time, provides a formula of model for integrative convergence pesantren. This model affirms that orthodoxy sustainability in pesantren is possible if the transmission of scientific tradition, the internalization of values in a holistic education system, and the adaptable institution over social shifts are integrated. Yet, it should be carried out selectively without leaving the foundation of epistemology of pesantren.
PASCASARJANA, UIN SUNAN KALIJAGA YOGYAKARTA
ORTODOKSI DAN PRAKSIS PENDIDIKAN DI PERGURUAN ISLAM PONDOK (PIP) TREMAS PACITAN (Text)
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297.77 Pendidikan Agama Islam (Sekolah Islam, Pondok Pesantren, TPA, TPQ)