STUDI ETNOPEDAGOGIK PENGASUHAN RELIGIUS PADA KOMUNITAS SALAFI DI YOGYAKARTA DAN IMPLIKASINYA TERHADAP PENDIDIKAN ANAK USIA DINI

Faras Meuthia Filla, NIM.: 22104030003 (2026) STUDI ETNOPEDAGOGIK PENGASUHAN RELIGIUS PADA KOMUNITAS SALAFI DI YOGYAKARTA DAN IMPLIKASINYA TERHADAP PENDIDIKAN ANAK USIA DINI. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (STUDI ETNOPEDAGOGIK PENGASUHAN RELIGIUS PADA KOMUNITAS SALAFI DI YOGYAKARTA DAN IMPLIKASINYA TERHADAP PENDIDIKAN ANAK USIA DINI) 22104030003_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Restricted to Registered users only Download (6MB) | Request a copy

Abstract

The rising number of bullying cases among children and teenagers in Indonesia reflects a concerning decline in character education, making the strengthening of religious education from an early age one of the long-term efforts for character building in Indonesia. The salafi community is one group that consistently implements parenting based on the Qur’an and Sunnah, yet scholarly studies integrating an ethnopedagogical approach with religiosity theory to understand this practice remain scarce. This study aims to (1) describe the practice of religious parenting in the salafi community in Yogyakarta, (2) identify the religious values instilled in early childhood by the salafi community and (3) analyze the implications of the salafi community’s religious parenting pratices on the learning process and religious development of early childhood. This study employed a qualitative type of research with an ethnographic method and an ethnopedagogical approach, conducted within the environment of Pondok Pesantren Al-Anshar, Wonosalam, Yogyakarta. The subjects of this research consisting of 10 parents from 6 families in the Salafi Community as well as a teacher as a supporting informant, were selected using purposive sampling. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed using of the Miles and Huberman interactive model through data condensation, data display, and conclusion drawing/verification. The findings reveal three main results. First, religious parenting practices are implemented through introducing God via natural phenomena to reinforce tawhid, parental role-modeling combined with gradual age-appropriate habituation as a means of instilling worship practices, dialogical responses to children's curiosity, division of parental roles, the use of Islamic storytelling media from the local publisher At-Tuqa as a distinctive community's practice, and the application of reward and punishment grounded in the belief of divine recompense. Second, the religious values instilled center on tawhid as the primary foundation, followed by outward and inward worship practices, the concept of muroqabah (God-consciousness), manners, morals, and social values, as well as the principle of ittiba and rejection of bid'ah as a distinctive framework preserving the purity of teachings across generations. Third, the implications for early childhood education are reflected in the importance of home-school synergy through the RPPP (Weekly Lesson Plan), the gradual development of religious awareness appropriate to children's age, and the school's role in reinforcing material to address variations in home-based parenting. This study is expected to serve as a reference for parents and early childhood educators in applying a gradual and meaningful approach to religious parenting.

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