The Role of Mosque-Based Non-Formal Islamic Education in Building Sakinah Families

Abstract

This research aims to describe the role of mosque-based non-formal Islamic education in forming a sakinah family. This research is field research with a qualitative paradigm. The location selection was made purposively. Data collection techniques through interviews, observation and documentation. Data analysis uses an analytical descriptive model. The role of mosque-based non-formal Islamic education in forming a sakinah family is analyzed using Kuntowijoyo's prophetic social science approach. The results of the study are: 1) Mosque-based non-formal Islamic education plays a strategic and significant role in forming a sakinah family in the process of humanization, liberation and transcendence in the formation of a sakinah family, and also plays a role as an adult education effort in solving the problem of forming a sakinah family; 2) The results of the role of non-formal Islamic education in the mosque can increase individual, semi-social and collective humanization in the formation of a sakinah family. They are improving knowledge system liberation, social system liberation, economic system liberation and political system liberation to form a sakinah family. The process of transcendence can increase the obedience of family members to religion and social norms and make the basis of humanization and liberation for forming a sakinah family.

Alternative curriculum model: Mosque-based education integration

“…Through the development of this mosque-based curriculum, it is hoped that the nation's generations will have a professional personality [20], have noble morals for society, nation and state [37], [40]. When they get married, they will become a sakinah household [22], [41] and have a more stronger of life than the output of the previous generation [42]. Particularly in J Edu & Learn ISSN: 2089-9823  Yasma, it is hoped that this curriculum development model will be developed by educational units.…”

“…However, education in England and Guangzhou is non-formal education, which has also been widely implemented in Indonesia. such as majadi-based non-formal Islamic education, which can improve a sakinah family [22], mosque-based non-formal education [23], mosque-based community education [24], [25], the development of Islamic education in Southeast Asia [26], models and tolerance in school mosque management [27], and an illuminating evaluation model [28]. The purpose of this research is to develop a model curriculum that follows the stages of developing the Tyler model curriculum, which will be implemented in the education unit of the Syuhada Mosque Foundation, Yogyakarta, Indonesia.…”