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bibo:abstract "This study analyzes attribution in communication concerning gender issues and the\r\nimplementation of Islamic values of gender equality and justice in the social and\r\ncommunicative practices of Pondok Pesantren Tarbiyatul Mubtadi’in Grobogan.\r\nThis field study employed ethnographic engagement, a transcendental\r\nphenomenological orientation, and interpretive qualitative analysis. Data were\r\ncollected through observation, semi-structured interviews, documentation, and a\r\ncommunication attribution questionnaire administered to 60 respondents;\r\ninformants were selected purposively. Qualitative data were analyzed through data\r\nreduction, data display, conclusion drawing, and verification, while the\r\nquestionnaire data were processed descriptively. The analysis integrates Fritz\r\nHeider’s attribution theory, Alimatul Qibtiyah’s typology of Islamic gender\r\nthought, Mansour Fakih’s analysis of gender injustice, Nasaruddin Umar’s\r\nperspective on equality, and Joseph A. DeVito’s theory of interpersonal\r\ncommunication. The findings show that 5 respondents (8.3%) were classified as\r\nliteralist, 26 (43.3%) as moderate, and 29 (48.3%) as progressive. The progressive\r\ncategory was the largest group, but it did not constitute an absolute majority and\r\nexceeded the moderate category by only 3 respondents, or 5.0 percentage points.\r\nWithin the study’s analytical model, internal attribution occurs when women’s\r\nbehavior is explained through presumed inherent traits, such as being emotional,\r\nindecisive, or less rational; external attribution occurs when behavior is explained\r\nthrough rules, hierarchy, incomplete information, workload, opportunity, and\r\nforum design. The literalist orientation tends toward essentialist internal attribution,\r\nthe moderate orientation negotiates internal and external factors, and the\r\nprogressive orientation first examines context and evidence without eliminating\r\nindividual accountability. Equality is relatively evident in formal learning, where\r\nmale and female students have opportunities to learn and speak, but social spaces\r\nstill impose greater restrictions on female students on the grounds of adab, safety,\r\nhonor, and concerns about fitnah. The study concludes that fair attribution in\r\ncommunication requires contextual examination, evidence, symmetrical standards\r\nof judgment, and attention to structural consequences, thereby preserving adab\r\nwithout turning biological differences or social customs into a justification for\r\ngender injustice."^^xsd:string;
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