AGAMA SEBAGAI KONSTRUKSI SOSIAL: STUDI TENTANG PERATURAN JAM MALAM DI PONDOK PESANTREN TAHFIDZUL QUR’AN AL-HADI KOMPLEK AL-HAMRA’ YOGYAKARTA

Siti Rohmah Aqmarina, NIM.: 21105040061 (2026) AGAMA SEBAGAI KONSTRUKSI SOSIAL: STUDI TENTANG PERATURAN JAM MALAM DI PONDOK PESANTREN TAHFIDZUL QUR’AN AL-HADI KOMPLEK AL-HAMRA’ YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study analyzes the social construction process of the curfew at the Al-Hamra' Student Islamic Boarding School and its impact on student solidarity. The curfew is one of the rules implemented by the Islamic boarding school to maintain discipline, security, and order in the students' lives. In practice, this rule not only functions as an instrument for controlling behavior but also embodies religious values that are interpreted and internalized by the students in their daily lives.This study employed a qualitative research method with a descriptive approach. Data were obtained through observation, interviews, and documentation. The research informants consisted of the caretakers, administrators, and students at the Al-Hamra' Student Islamic Boarding School. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. This study utilized the social construction theory of Peter L. Berger and Thomas Luckmann, which encompasses externalization, objectification, and internalization, as well as Émile Durkheim's theory of social solidarity. The results indicate that the curfew is constructed as part of religious values through three stages of social construction. In the externalization stage, rules are established and socialized by the guardians and administrators as an effort to maintain the discipline and safety of the students. In the objectification stage, the rules are accepted as normal norms and binding on all students. In the internalization stage, students interpret the curfew as a form of discipline, responsibility, and adherence to religious values. This social construction influences the formation of social solidarity among students, demonstrated through collective awareness of obeying the rules, concern for each other, social control in maintaining order within the boarding school, and shared values and beliefs. Based on Durkheim's theory, the form of solidarity that emerges tends to be mechanical solidarity because it is based on shared norms, religious values, and life experiences within the boarding school environment.

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