IDEOLOGI PENDIDIKAN ISLAM (STUDI TIPOLOGI IDEOLOGISASI DAN IMPLIKASINYA PADA MADRASAH ALIYAH UNGGULAN AL-IMDAD YOGYAKARTA, MADRASAH MU’ALLIMIN MUHAMMADIYAH YOGYAKARTA, DAN SMAIT ABU BAKAR YOGYAKARTA)

Ali Sodiq, NIM.: 18304016006 (2022) IDEOLOGI PENDIDIKAN ISLAM (STUDI TIPOLOGI IDEOLOGISASI DAN IMPLIKASINYA PADA MADRASAH ALIYAH UNGGULAN AL-IMDAD YOGYAKARTA, MADRASAH MU’ALLIMIN MUHAMMADIYAH YOGYAKARTA, DAN SMAIT ABU BAKAR YOGYAKARTA). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (IDEOLOGI PENDIDIKAN ISLAM (STUDI TIPOLOGI IDEOLOGISASI DAN IMPLIKASINYA PADA MADRASAH ALIYAH UNGGULAN AL-IMDAD YOGYAKARTA, MADRASAH MU’ALLIMIN MUHAMMADIYAH YOGYAKARTA, DAN SMAIT ABU BAKAR YOGYAKARTA)) 18304016006_BAB-II_sampai_SEBELUM-BAB-TERAKHIR (1).pdf - Published Version Restricted to Registered users only Download (14MB) | Request a copy

Abstract

sah Aliyah Al-Imdad, Madrasah Mu’allimin Muhammadiyah, and SMAIT Abu Bakar, have its own uniqueness. Those three Islamic educational institutions focus on Islamic teaching. However, the unique thing is that the three educational institutions come from different Islamic organizations with various ideologies. There are three statements of the problem to be answered in this study. First, how the typology of Islamic education ideology at Madrasah Aliyah Al-Imdad Yogyakarta, Madrasah Mu’allimin Muhammadiyah Yogyakarta and SMAIT Abu Bakar Yogyakarta? Second, how the formation of the ideology of Islamic education in the three Islamic educational institutions? Third, what are the implications of the religious attitudes of students in the three Islamic educational institutions with their educational ideology? This research is qualitative research with a pedagogical, phenomenological, naturalistic approach using the educational ideologies theory of William F O’Neill and the Islamic movement. The research was conducted at three Islamic educational institutions, Madrasah Aliyah Al- Imdad Yogyakarta, Madrasah Mu’allimin Muhammadiyah Yogyakarta and SMAIT Abu Bakar Yogyakarta. Informants in this study were: principals, teachers and school students. Subjects were determined by purposive sampling and snowball. Data retrieval is completed when the data has reached saturation quality and does not show newness anymore. The data obtained through recording, observation, and in-depth interviews were then processed and analyzed by developing an interpretation of the meaning of the Miles and Huberman model, namely data reduction, data display and data verification. The results showed that the educational institutions of Madrasah Aliyah Unggulan Al-Imdad Yogyakarta, Madrasah Mu’allimin Muhammadiyah Yogyakarta, and SMAIT Abu Bakar Yogyakarta are three school platforms in Yogyakarta founded by Islamic organizations with different ideologies. The ideology of Islamic education at the three institutions is a conservative educational ideology that is different in type. The ideology is thought through reference books, and idol figures with similar religious backgrounds in school agendas and special forums. The religious attitudes of the three Islamic educational institutions are quite diverse based on their Islamic style. Madrasah Aliyah Al-Imdad Yogyakarta has a substantial-traditionalist style and religious attitude. Madrasah Mu’allimin Muhammadiyah Yogyakarta has a substantialmodernist style and religious attitude. Meanwhile, SMAIT Abu Bakar Yogyakarta has a formal-revivalist style and religious attitude.

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