%0 Thesis
%9 Masters
%A Adnan Syah Sitorus, NIM.: 24204011030
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2026
%F digilib:78407
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Pendidikan Keluarga, Modal Budaya, Orientasi Pendidikan, Pendidikan Tinggi, Keluarga Muslim Batak
%P 267
%T PENDIDIKAN KELUARGA MUSLIM BATAK SEBAGAI MODAL BUDAYA DALAM MEMBENTUK ORIENTASI ANAK TERHADAP PENDIDIKAN TINGGI: STUDI KASUS PADA 4 KELUARGA MUSLIM BATAK ASAHAN
%U https://digilib.uin-suka.ac.id/id/eprint/78407/
%X This study is motivated by the important role of the family in shaping children’s orientation toward higher education amid the relatively limited participation of Indonesian society in higher education. This study aims to analyze: (1) the family education practices implemented by Muslim Batak families; (2) the process through which Muslim Batak family education shapes children’s orientation toward higher education; and (3) how children’s orientation toward higher education functions as cultural capital in attaining higher education. This study employs Berger and Luckmann’s Social Construction Theory, Deci and Ryan’s Self-Determination Theory, and Bourdieu’s Cultural Capital Theory as its theoretical framework.  This study employed a qualitative approach with a case study design and was conducted in Rawa Sari Village and Sengon Sari Village, Aek Kuasan District, Asahan Regency. The research participants consisted of four Muslim Batak families, involving both parents and children as the primary sources of data. Data were collected through observation, interviews, and documentation and analyzed using the interactive analysis model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing. Data trustworthiness was strengthened through source and technique triangulation.  The findings reveal that, first, Muslim Batak family education is characterized by educational goals oriented toward improving quality of life, fostering independence, and enhancing family dignity; educational content emphasizing the importance of education, hard work and responsibility, perseverance, and independence; an educational approach that tends to be firmer toward sons and more persuasive toward daughters; methods involving value inculcation and the formation of learning habits; and evaluation through inquiries about educational progress, observation of learning intensity, and corrective admonition. Second, family education shapes children’s orientation toward higher education primarily through the internalization of values, perspectives, and beliefs concerning the importance of education, while habituation and parental supervision serve to reinforce and sustain this orientation. Third, the internalized orientation develops into embodied cultural capital that guides children’s ways of thinking, decision-making, and actions when confronting various challenges in higher education.
%Z Dr. Hj. Dwi Ratnasari, M.Ag.