Child marriage is a phenomenon that still occurs in Indonesia. The occurrence of child marriage is inseparable from the role of parents and the weak position of girls in the family. The phenomenon of child marriage indirectly affects women's subordination. In this regard, religion and taboos have a role in perpetuating child marriage, reproducing subordination, and symbolic violence against women. This research is qualitative research with an anthropological sociology approach. The focus of the research is to analyze the influence of taboo and religion on the role and negotiation of women in the process of child marriage. The results of the study state that a disproportionate understanding of Islamic teachings reinforces taboos and supports the practice of child marriage, thereby reproducing symbolic violence and subordination against women.

This study examines the social conflicts faced by mosque and prayers room managers in the Cangkringan area of Sleman Regency, Yogyakarta Province. The social conflicts encompass a wide range of issues, from waqf land disputes to inheritance distribution and domestic household problems such as divorce to theological differences related to superstition, bid’a, and superstition. In Kapanewon (districts) Cangkringan, fewer than one hundred mosques and prayer rooms deal with such issues. To accomplish the study, this research was conducted using a qualitative design. A sociological approach was utilized to examine the roles and functions of Kiai and Islamic Boarding Schools in Kapanewon Cangkringan in general and mosque and prayer room managers in particular. The theory used is Max Weber's leadership theory. Three essential aspects of internal processes were identified in this study. First and foremost, the leadership of Kiai, the leader of the al-Qodir Islamic boarding school, exemplified a participatory transformative leadership who is not afraid of taking different perspectives to achieve common goals. Secondly, the transformative leadership at Islamic boarding school Kiai take a primary role as facilitator and problem solver for a wide range of social conflicts. As a third aspect, conflict resolution was distributed by establishing a new system with mutually agreed regulations, and it took place with the Selapanan system every Kliwon Sunday. In addition to enriching interdisciplinary intellectual treasures, this research contributes to interdisciplinary treasures both in sociology, particularly transformative leadership, and management science, specifically in organizational leadership.

Pendidikan telah didefinisikan secara berbeda-beda oleh berbagai kalangan, yang banyak dipengaruhi pandangan dunia masing-masing. Kesimpulan awal bahwa pendidikan merupakan suatu proses penyiapan generasi  muda untuk menjalankan kehidupan dan memenuhi tujuan hidupnya secara lebih efektif dan efisien. Pendidikan lebih dari sekedar pengajaran. Guru sebagai agen  pembawa  perubahan yang mampu mendorong   pemahaman dan toleransi diharapkan tidak hanya mampu mencerdaskan peserta didik, tetapi  juga harus mampu mengembangkan kepribadian yang utuh, berakhlak dan berkarakter. Dibutuhkan suatu proses   pendidikan  guru yang secara profesional dapat dipertanggungjawabkan. Guru profesional adalah guru yang dalam melaksanakan tugasnya mampu menunjukkan kemampuannya yang ditandai dengan penguasaan kompetensi akademik pendidikan dan kompetensi substansi sesuai dengan program studinya.   Kata kunci: profesionalisme, pendidik, polemik