PENDIDIKAN AGAMA ISLAM DAN PENGEMBANGAN KESADARAN DIRI ANAK YANG BERHADAPAN DENGAN HUKUM (ABH): Sebuah Konstruksi Adaptif di Lembaga Pembinaan Khusus Anak (LPKA) Kelas II Yogyakarta

Riza Agustina, NIM.: 21304011013 (2026) PENDIDIKAN AGAMA ISLAM DAN PENGEMBANGAN KESADARAN DIRI ANAK YANG BERHADAPAN DENGAN HUKUM (ABH): Sebuah Konstruksi Adaptif di Lembaga Pembinaan Khusus Anak (LPKA) Kelas II Yogyakarta. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (PENDIDIKAN AGAMA ISLAM DAN PENGEMBANGAN KESADARAN DIRI ANAK YANG BERHADAPAN DENGAN HUKUM (ABH): Sebuah Konstruksi Adaptif di Lembaga Pembinaan Khusus Anak (LPKA) Kelas II Yogyakarta) 21304011013_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Restricted to Registered users only Download (24MB) | Request a copy

Abstract

Islamic Religious Education (IRE) is not limited to a formal school subject but also encompasses moral, spiritual, psychological, and social development tailored to learners’ needs. In the context of Children in Conflict with the Law (CICL), this broader scope is significant because IRE has the potential to support rehabilitation, self-awareness development, positive identity formation, and social reintegration. However, the implementation of IRE at the Class II Special Child Development Institution (LPKA) Yogyakarta has not been fully grounded in the psychosocial and religious needs of CICL, nor has it been systematically directed toward developing the various dimensions of self-awareness. Furthermore, no IRE construct has yet integrated pedagogical, psychological, spiritual, institutional, and social elements within a unified adaptive rehabilitation system. Addressing these academic problems, this study aims to analyze the rationale for implementing IRE in the rehabilitation of CICL, examine its implementation and contribution to the development of selfawareness, and formulate a systemic Adaptive IRE Construct at LPKA Class II Yogyakarta. This study employs self-awareness theory integrated with rehabilitative, humanistic, andragogical, and social reintegration theories. It adopts an interpretive qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews, documentation, self-assessment, and Focus Group Discussions (FGDs). The informants, selected purposively, comprised LPKA administrators, rehabilitation officers, IRE teachers, religious counselors, parents, CICL, and former CICL. Data analysis involved data condensation, data display, and conclusion drawing and verification. These three activities were conducted interactively and cyclically from the data collection process through the formulation of the research findings. Data trustworthiness was ensured through source, method, and time triangulation, member checking, peer debriefing, an audit trail, and the examination of discrepant data and possible alternative explanations. The findings reveal that, first, the implementation of IRE at LPKA Class II Yogyakarta is grounded in interrelated normative, philosophical, juridical, and rehabilitative considerations. IRE is regarded as both a fundamental right of children and an instrument of rehabilitation supporting the moral, spiritual, and social recovery of CICL. Second, IRE is implemented through non-formal religious development and formal instruction, contributing to the development of nine dimensions of selfawareness: reflective, emotional, self assessment, social, metacognitive, moral, spiritual, environmental, and cultural awareness. Third, this study produces an Adaptive IRE Construct that synthesizes the tawhidic paradigm, self-awareness theory, rehabilitative theory, humanistic theory, andragogical theory, and social reintegration theory. The construct is founded on normative, psychological-pedagogical, humanistic, socio-cultural, and juridical-regulatory foundations and is developed through integrated input, process, output, and outcome components. It positions selfawareness as the primary objective of rehabilitation, grounded in the values of iman (faith), taqwa (God-consciousness), rahmah (compassion), ‘adl (justice), maslahah (benefit), and ta‘awun (mutual assistance), which are actualized through reflective, humanistic-rehabilitative, transformative, integrative, and contextual learning.

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