POLA DAN STRATEGI PENGEMBANGAN KEBERAGAMAAN SISWA MADRASAH PERKOTAAN DAN PEDESAAN (STUDI KASUS DI MTS MUALLIMIN BANGKINANG DAN MTSN 8 KAMPAR PROVINSI RIAU)

M. Ridho Hidayat, NIM.: 18304016005 (2025) POLA DAN STRATEGI PENGEMBANGAN KEBERAGAMAAN SISWA MADRASAH PERKOTAAN DAN PEDESAAN (STUDI KASUS DI MTS MUALLIMIN BANGKINANG DAN MTSN 8 KAMPAR PROVINSI RIAU). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The development of science and technology has brought about a significant impact of the diversity pattern shift of madrasah (Islamic School) students from both urban and rural areas. This research aims to analyse these differences and similarities of the diversity patterns of the students of MTs Muallimin Bangkinang and MTsN 8 Kampar, representing urban and rural pupils respectively; to examine the process of religious value internalization; to identify the factors influencing the student diversity; and to formulate a contextual strategy for diversity attitude development. Applying a phenomenological design, this qualitative study collected data through participative observation, in-depth interview, and documentation technics. The headmasters, the vice headmasters for curriculum, Islam Education teachers, and the students’ parents were the informants of the study. The collected data were validated using triangulation of sources and technics, while data analysis was carried out interactively through condensation, display, and conclusion drawing/verification. The results show that: first, different diversity patterns between urban and rural students appears in five dimensions: ideological, ritualistic, intellectual, spiritual, and consequent. Students of urban areas show a more structured diversity pattern, involving formal institutions and a well-organized religious program,, while rural pupils, by contrast, rely more on traditional values and social-cultural bond. Yet, the two share similarity in their active participation in religious activities and spirit throughout the schools. Second, the process of religious value internalization occurs in three steps: transformation, transaction, and trans-internalization of values. Third: the diversity supports comprise teacher’s exemplary, religious environment of the schools, and family. However, family weak-habituation, digital media influence, and limited intensive-companionship remain serious obstacles. Fourth: the strategy applied by MTs Muallimin Bangkinang pinpoints a curriculum integration and spiritual evaluation, whilst MTsN 8 Kampar emphasizes the synergy of the madrasah, family and community. The study recommends the importance of strengthening the collaboration among education elements of guiding the students’ holistic and adaptive diversity of social-cultural local context

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