@phdthesis{digilib79908,
           month = {August},
           title = {PERAN SEKOLAH CALON AYAH IBU (SCAI) YAYASAN RUMPUN NURANI YOGYAKARTA DALAM MENGINTERNALISASIKAN PRINSIP KESALINGAN PADA RELASI SUAMI ISTRI},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 22103050024 Farhan Ubaydillah},
            year = {2026},
            note = {Hj. Fatma Amilia, S.Ag.,M.Si.},
        keywords = {premarital education; reciprocity; mubadalah; marital relations; SCAI},
             url = {https://digilib.uin-suka.ac.id/id/eprint/79908/},
        abstract = {Premarital education is needed to equip prospective spouses with the knowledge and skills required to build healthy, dialogical, and sustainable family relationships. This study examines the School for Prospective Fathers and Mothers (Sekolah Calon Ayah dan Ibu, SCAI), organized by the Rumpun Nurani Foundation in Yogyakarta, as a nonformal premarital education program that combines instruction, reflection, and practical activities. The study addresses two questions: how SCAI internalizes the principle of reciprocity (kesalingan) among prospective spouses, and how SCAI alumni apply reciprocal values in their marital relationships. 

This field study employs a gender approach with a descriptive-analytical approach. Primary data were obtained through interviews with seven informants two program administrators and five alumni together with curriculum documents and SCAI's official publications. Informants were purposively selected based on their involvement in and knowledge of the program, or their experience applying its lessons in family life. The data were reduced, categorized, presented, and interpreted through an inductive process, reading both the program's content and alumni experiences through Faqihuddin Abdul Kodir's qir{\=a}'ah mub{\=a}dalah perspective, particularly its five pillars of marital relations: m{\=i}{\.s}{\=a}qan gal{\=i}{\d z}an, zaw{\=a}j, mu'{\=a}syarah bi al-ma'r{\=u}f, musy{\=a}warah, and tar{\=a}{\d d}in. 

The findings show that SCAI internalizes the principle of reciprocity through its program objectives, learning content, implementation methods, and practical activities. Although reciprocity is not presented as a separate subject explicitly called mub{\=a}dalah, it is embedded in lessons on family communication, conflict management, self-knowledge, family planning, child-rearing, and household skills. This content aligns with the five pillars of mub{\=a}dalah relations: commitment and family resilience (m{\=i}{\.s}{\=a}qan gal{\=i}{\d z}an); the involvement of both parties, reflected in the merger of the School for Prospective Mothers and the School for Prospective Fathers into SCAI (zaw{\=a}j); open communication and good treatment of one's spouse (mu'{\=a}syarah bi al-ma'r{\=u}f); habituation of discussion and consensus-based decision-making (musy{\=a}warah); and flexible role-sharing based on each spouse's potential and comfort (tar{\=a}{\d d}in). Among alumni, the application of these reciprocal values appears in collaborative role-sharing in household affairs, deliberative decision-making, conflict management through communication and mutual forgiveness, and the maintenance of marital commitment through shared responsibility and religious awareness. SCAI therefore functions as a learning space that helps participants build partnership-based understanding and practice of marital relations, although the explicit articulation of reciprocity's terminology and analytical framework could be further strengthened in its curriculum.}
}