ATRIBUSI KOMUNIKASI BERBASIS KESETARAAN GENDER DI PONDOK PESANTREN TARBIYATUL MUBTADI’IN GROBOGAN

Afidatul Khasanah, NIM.: 24202011005 (2026) ATRIBUSI KOMUNIKASI BERBASIS KESETARAAN GENDER DI PONDOK PESANTREN TARBIYATUL MUBTADI’IN GROBOGAN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study analyzes attribution in communication concerning gender issues and the implementation of Islamic values of gender equality and justice in the social and communicative practices of Pondok Pesantren Tarbiyatul Mubtadi’in Grobogan. This field study employed ethnographic engagement, a transcendental phenomenological orientation, and interpretive qualitative analysis. Data were collected through observation, semi-structured interviews, documentation, and a communication attribution questionnaire administered to 60 respondents; informants were selected purposively. Qualitative data were analyzed through data reduction, data display, conclusion drawing, and verification, while the questionnaire data were processed descriptively. The analysis integrates Fritz Heider’s attribution theory, Alimatul Qibtiyah’s typology of Islamic gender thought, Mansour Fakih’s analysis of gender injustice, Nasaruddin Umar’s perspective on equality, and Joseph A. DeVito’s theory of interpersonal communication. The findings show that 5 respondents (8.3%) were classified as literalist, 26 (43.3%) as moderate, and 29 (48.3%) as progressive. The progressive category was the largest group, but it did not constitute an absolute majority and exceeded the moderate category by only 3 respondents, or 5.0 percentage points. Within the study’s analytical model, internal attribution occurs when women’s behavior is explained through presumed inherent traits, such as being emotional, indecisive, or less rational; external attribution occurs when behavior is explained through rules, hierarchy, incomplete information, workload, opportunity, and forum design. The literalist orientation tends toward essentialist internal attribution, the moderate orientation negotiates internal and external factors, and the progressive orientation first examines context and evidence without eliminating individual accountability. Equality is relatively evident in formal learning, where male and female students have opportunities to learn and speak, but social spaces still impose greater restrictions on female students on the grounds of adab, safety, honor, and concerns about fitnah. The study concludes that fair attribution in communication requires contextual examination, evidence, symmetrical standards of judgment, and attention to structural consequences, thereby preserving adab without turning biological differences or social customs into a justification for gender injustice.

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