INTERVENSI ORANG TUA TERHADAP KEHARUSAN ANAK KEMBALI KE PONDOK PESANTREN PASCA AKAD NIKAH (STUDI KASUS DESA BULANGAN HAJI PAMEKASAN MADURA)

Zainab, S.H., NIM.: 21203012134 (2024) INTERVENSI ORANG TUA TERHADAP KEHARUSAN ANAK KEMBALI KE PONDOK PESANTREN PASCA AKAD NIKAH (STUDI KASUS DESA BULANGAN HAJI PAMEKASAN MADURA). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

A person living in an Islamic boarding school often faces various challenges when fulfilling their rights and duties as husband and wife after marriage. They must divide their attention between responsibilities as students, such as adhering to the school's rules and activities, and their role as a spouse, especially if they do not live with their partner. This division of attention often leads to difficulties in performing household tasks optimally, resulting in challenges in balancing both roles. Consequently, two questions arise: How does society view parental intervention in encouraging married individuals to continue their education at an Islamic boarding school? And what are the factors underlying parental intervention in requiring their children to pursue education at an Islamic boarding school after marriage?. This study is a field research, and its nature is descriptive-analytic. It is a type of research that not only provides a systematic overview of specific characteristics or phenomena but also analyzes the relationships between existing variables. The data sources for this research include both primary and secondary data. The approach used is qualitative, with an empirical study, relying on data collected through oral and written questions from informants, as well as observed and examined real-life behaviors in their entirety. The results of this study indicate that societal views on parental intervention in compelling married individuals to continue their education at an Islamic boarding school tend to vary. Many view this encouragement as a positive form of support focused on spiritual development. However, there are also perspectives that highlight the challenges arising from such intervention. Society considers that forcing individuals to continue their education at a boarding school after marriage can add to their burdens in fulfilling their roles as spouses. Consequently, some feel that parental intervention does not always take into account the practical needs and family dynamics that have formed after marriage, potentially leading to tension or conflict. Parental intervention in requiring married children to continue their education at an Islamic boarding school is generally influenced by religious and traditional values, spiritual enhancement, and social and cultural factors. Parents often believe that education at a boarding school is crucial for deepening religious understanding and strengthening worship practices, as well as fulfilling the family responsibility to ensure high-quality religious education for their children. These factors reflect a desire to secure long-term benefits for the child's future, even though it may create difficulties in balancing marital responsibilities and family obligations.

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