Pengembangan Madrasah melalui Modal Sosial

Munif, Fatkhan

doi:10.24090/jk.v8i1.5133

Cited by 4 publications

(4 citation statements)

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“…In the dayah, there is a value of character trust in certain figures considered as role models. Each individual develops a sense of trust with their role models and obeys their recommendations and orders (Munif, 2020). The role models in the dayah include abu understanding of Islamic religious teachings and moral principles; 6) Self-development:…”

Section: Resultsmentioning

confidence: 99%

Communication, Proactivity, and Participation as The Media to Reduce Juvenile Delinquency: the Dayah Education

Furqan,

Ar,

Amiruddin

et al. 2024

J. of Law and Sust. Develop.

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Purpose: The study aims at scrutinizing how the dayah education system develops social capital for students. The objective of this study is also to investigate the ways the social capital in the dayah education system is used for reducing adolescent delinquent behaviours. Hopefully, this study can help inspire other education institutions in efforts to reduce delinquency in adolescence. Theoretical reference: Social capital in an educational institution can be measured from three indicators including 1) trust and mutual relations, 2) values and norms, and 3) proactive attitudes and social participation (Adam, 2003; Coleman, 1988; Field, 2003; Fukuyama, 2001; Putnam 1993; 2000). Adolescent delinquency is caused by the inability of oneself to reduce their aggressive, violent, and sadistic feelings. It is the output of their lack of emotional maturity and self-concept. Adolescents with low emotional maturity and self-control tend to be reckless and naughty. They fail to develop the essential elements of emotional maturity including self-control, independence, and self-acceptance (see Hurlock, 1996). In the dayah environment, various elements interact with each other involving leaders, teachers, students, curriculum, and facilities. Method: Using a qualitative research design, this longitudinal case study sought to scrutinize the education system in dayah for developing social capital. This study also investigated how dayah reduces adolescent delinquency via social capital. This longitudinal ethnographic study was conducted for two years from 2021 to 2023. Results: The findings of this study have shown that dayah educational institution in the development of social capital can be used as a means of: 1) growing social capital through character education, and 2) growing social capital with proactive and participatory attitudes. The followings are the social capital of dayah for reducing adolescent delinquency: 1) trust as social capital for reducing adolescent delinquency, 2) instilling islamic teachings for reducing adolescent delinquency, 3) proactive and participatory attitudes for reducing adolescent social delinquency. Conclusion: Social capital development in the dayah is done via moral and character education based on Islamic religious values. It is also endorsed by the proactive and participatory attitudes of the students and the surrounding community. In cultivating the students’ moral character, the dayah curriculum teaches character-based knowledge such as tawhid, fiqh, morals, tarbiyah, and Islamic history. In addition, moral and character values based on Islamic teachings are holistically integrated in academic and non-academic activities. Those are instilled in supervision and coaching, adab and ethics teaching, worship and sunnah practices, and self-development that promotes cooperation and mutual help. Implications of research: As a suggestion for reducing adolescent delinquency and ensuring the development of social capital, educational institutions especially Islamic boarding schools, must be able to revive an academic culture that can grow trust and mutual relations, values and norms, and proactive attitudes. Originality/value: Researchers examine Dayah's social capital as a built environment seen as a whole from the elements contained in Dayah such as; ash (leader), teachers, students, facilities, infrastructure, curriculum and extra-curriculum learning methods, the role and participation of alumni and parents of students who are the capital to reduce delinquent behavior in teenagers. This is different from previous research which focused on the role of Teungku Dayah as an agent in growing social capital. This research also contributes new ideas in the development of social capital-based Dayah, considering the importance of Dayah in Acehnese society whose role is not only in developing students with good morals but also being directly involved in community activities.

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Section: Resultsmentioning

confidence: 99%

Communication, Proactivity, and Participation as The Media to Reduce Juvenile Delinquency: the Dayah Education

Furqan,

Ar,

Amiruddin

et al. 2024

J. of Law and Sust. Develop.

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“…Modal sosial sebagai contoh sangat menonjol dari modal manusia yang dapat digunakan dalam upaya pemberdayaan masyarakat. Modal sosial dalam konteks pendidikan dapat menjalin hubungan baik dengan masyarakat guna mengembangkan pendidikan menjadi perhatian masyarakat (Aeni et al, 2016;Fadli, 2020;Munif, 2020).…”

Section: Pendahuluanunclassified

Modal Sosial Masyarakat dalam Pengembangan Pendidikan di MTsM Saniang Baka Kabupaten Solok

Fatmawati,

Kamal

2024

Jurnal Global Ilmiah

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Penelitian ini bertujuan untuk mengungkapkan dan mengkaji bagaimana modal sosial masyarakat dalam pengembangan pendidikan di MTsM Saniang Baka Kabupaten Solok, adanya kepercayaan masyarakat dalam pengembangan pendidikan di madrasah berupa pengembangan pendidikan akhlak, nilai-nilai Islam dan biaya pendidikan di madrasah dapat terjangkau dengan ekonomi masyarakat, selanjutnya masyarakat dapat memberikan kontribusi positif untuk meningkatkan kualitas pendidikan di MTsM Saniang Baka. Informan penelitian ini adalah masyarakat, jumlah informan dalam penelitian ini sebanyak tujuh orang dengan teknik wawancara dan observasi. Metode yang digunakan adalah metode adalah kualitatif dengan analisis fakta-fakta yang ditemukan di lapangan. Temuan penelitian ini adalah modal sosial masyarakat sangat antusias dalam mengembangkan pendidikan di Nagari Saniang Baka. Masyarakat percaya bahwa pendidikan di MTsM Saniang Baka lebih mengedepankan akhlak dan kegiatan sosial serta melibatkan masyarakat. Hubungan masyarakat dalam mengembangkan pendidikan sangat erat sekali dan telah dirasakan oleh masyarakat itu sendiri baik yang berada di dalam nagari maupun di pernatauan. Jaringan sosial masyarakat muncul secara alami atas dasar keinginan untuk memajukan pendidikan dan memperkokoh ilmu pengetahuan agama di masyarakat. Norma sosial masyarakat dalam pengembangan pendidikan di madrasah ini muncul di tengah-tengah masyarakat yang Agamis, sehingga loyalitas itu terjalin kuat karena kesamaan tujuan.

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“…Modal sosial erat kaitannya dengan aktivitas relasi antara dua orang atau lebih dengan mengedepankan timbal balik yang diwujudkan dalam hubungan yang dinamis untuk mencapai tujuan bersama yang berbentuk norma informal, bukan aturan konstitusi formal (Munif, 2020). Ada beberapa unsur penting dalam modal sosial antara lain : Trust ( Kepercayaan ), yang mana kepercayaan merupakan hal yang sangat penting untuk membina hubungan dengan pihak lainnya sehingga sesuatu yang diinginkan berjalan sesuai harapan.…”

Section: Konsep Teori Hakikat Modal Sosialunclassified

Modal Sosial Transformasi Pendididikan Agama Dan Keagamaan Pada Masyarakat Pesisir Di Cemaga Kecamatan Bunguran Selatan Kabupaten Natuna

Liandy,

Natuna,

2023

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Religious leaders certainly have social capital which is the basis for spreading religious knowledge. The purpose of this study is to find out various related issues which are the basis of social capital for religious leaders in carrying out Islamic teachings in the village of Cemaga. This study uses descriptive qualitative research with an ethnographic study approach. Informants in this study are religious leaders in the village of Cemaga. Data were collected by interviews and observations, and analyzed using data collection techniques, data condensation, data presentation, and drawing conclusions. The results of this study found that the transformation of religious education in Cemaga Village started from teaching religious education from home, then house to house, in waqf buildings, mosques, TPQ, MDA, Pondok Tahfiz Qur'an and then to the formal education level. The main social capital of the religious leaders in Cemaga village is their calling and are genuinely sincere in teaching. Besides that, a sense of respect for knowledge because there are messages that are inherent in their personalities that have been instilled by their previous teachers. The teachings of their clerics or clerics, namely Mr. H. Isya' and Mr. Tahir, were able to provide a powerful enough doctrine that they continue to teach religion to this day.

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Pengembangan Madrasah melalui Modal Sosial

Cited by 4 publications

References 0 publications

Communication, Proactivity, and Participation as The Media to Reduce Juvenile Delinquency: the Dayah Education

Communication, Proactivity, and Participation as The Media to Reduce Juvenile Delinquency: the Dayah Education

Modal Sosial Masyarakat dalam Pengembangan Pendidikan di MTsM Saniang Baka Kabupaten Solok

Modal Sosial Transformasi Pendididikan Agama Dan Keagamaan Pada Masyarakat Pesisir Di Cemaga Kecamatan Bunguran Selatan Kabupaten Natuna

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