MODEL PENDIDIKAN MADRASAH IBTIDAIYAH DI SAMBAS PASCAKONFLIK DAN ATMOSFER PERDAMAIAN

Syamsul Kurniawan, NIM.: 18300016028 (2021) MODEL PENDIDIKAN MADRASAH IBTIDAIYAH DI SAMBAS PASCAKONFLIK DAN ATMOSFER PERDAMAIAN. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This dissertation explores a model of madrasah ibtidaiyah education that was developed after a conflict burst in Sambas and analyzes if the model is well-functioning in creating a peaceful atmosphere. The dissertation took four Islamic Elementary Schools for samples. The four madrasah ibtidaiyahs located in four different districts of highly affected from the conflict of 1999 were Private Madrasah Ibtidaiyah (PMI) Nurul Jannah in Djawai, State Madrasah Ibtidaiyah (SMI) 1 Sambas in Pemangkat, Private Madrasah Ibtidaiyah (PMI) Nurul Huda in Semparuk, and State Madrasah Ibtidaiyah (SMI) 3 Sambas in Tebas. Using the phenomenology approach, the dissertation began from constructivism paradigm. As required by qualitative research procedure, data were obtained by on-site observation, in-depth interview, and documentation. Structural functionalism perspective from Talcott Parsons and Robert K. Merton and a theory of conflict resolution education from Tricia S. Jones were carried out as the theoretical frame. The conclusions drawn from the dissertation are as follow. First, the post-conflict education model for madrasah ibtidaiyah in Sambas is a character education as described in the vision, mission, and objectives. It can also be seen from the programs and the implementations through the variety of activities comprising curriculum, learning process, and culture. Second, there are education model disfunctions with regard to the need of peace atmosphere that make it less persistent and irrelevant to post-conflict context in Sambas. From the adaptation point of view, the objects of study or the four chosen madrasah ibtidaiyahs fail to provide a secure enough place for the students to study as indicated by poor students’ attendance due to ruthless practice in taking care of badly-behaved ones. From the goal attainment point of view, the model has been unable to stimulate the students’ social and emotional intelligence, something highly needed in conflict resolution and peace context. It is indicated by the absence of the students’ constructive perspective about conflict, poor problem-solving skill, inadequate emotion management, and being aggressive and having enmity towards others, in particular those of different ethnic. From integration point of view, the madrasahs make very few, to say none, attempts to build a constructive post-conflict community. The condition is indicated by the lack of commitment among individuals in the madrasah ibtidaiyah to do so, the minimum communication between the madrasahs and their students’ parents, and the absence of collaboration between madrasah and the community, in particular those who work on conflict resolution and peace. From latency point of view, the education culture developed by the madrasahs is not constructive enough to the need to make atmosphere of peace for the madrasahs do not provide enough knowledge and experience for the students to learn to cope with conflicts and peace. In addition, the low multicultural awareness, the less optimum efforts to set comfortable, democratic classes, and the untested care for and respect each other attitude in heterogenous and multicultural situations contribute the latency as well. Moreover, teachers spend most of their time on the students’ discipline. The disfunctional trend of education model in the four madrasah ibtidaiyah could possibly represent the models recently applied in other madrasah in Sambas post-conflict. It is unfortunate that the possibility may occur in other education institutions of various levels throughout Sambas; it is just the tip of an iceberg. This dissertation recommends reconstructive efforts on the model of education, such as transforming current character education into a model that goes with peace and multicultural perspective. This will make the model functional in providing students with knowledge and experience about conflict resolution and peace and equipping them with multicultural awareness. Thus, the model could be relevant to the need in Sambas post-conflict. This alternative model is worth trying in order to know its persistence and impacts in a vulnerable society like Sambas.

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