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All Journal Jurnal Ilmu Sosial dan Humaniora JIEP : Journal of Islamic Education and Pesantren
Rochmad Basuni
Unknown Affiliation
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences

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Adab Santri Dalam Persepektif Tubuh: Kajian Etnografi Cium Tangan Dan Jalan Menunduk Rochmad Basuni; Ahmad Ilham Akbar; Muhammad Nawaki; M.Amirul Muttaqin; Moh. Ahsin
Jurnal Ilmu Sosial dan Humaniora Vol. 1 No. 4 (2025): OKTOBER-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/j6jaxp92

Abstract

Penelitian ini mengkaji adab santri dalam perspektif tubuh melalui praktik kultural cium tangan dan berjalan menunduk sebagai ekspresi penghormatan terhadap kiai dan guru di lingkungan pesantren. Praktik-praktik tersebut tidak hanya dipahami sebagai simbol etika lahiriah, tetapi juga sebagai konstruksi makna yang tertanam dalam habitus santri dan diwariskan secara turun-temurun melalui proses pendidikan informal dan keteladanan. Penelitian ini menggunakan pendekatan kualitatif dengan metode etnografi, yang melibatkan observasi partisipatif, wawancara mendalam, serta dokumentasi terhadap aktivitas keseharian santri di pesantren. Perspektif tubuh digunakan untuk menafsirkan bagaimana gestur, postur, dan gerak tubuh santri berfungsi sebagai medium internalisasi nilai adab, kepatuhan, dan spiritualitas. Hasil penelitian menunjukkan bahwa praktik cium tangan merepresentasikan relasi kuasa yang dilandasi rasa hormat dan keberkahan (barakah), sementara jalan menunduk mencerminkan sikap tawadhu’, kesadaran diri, dan kontrol tubuh dalam ruang sosial pesantren. Kedua praktik tersebut membentuk disiplin tubuh santri yang berkontribusi pada pembentukan karakter dan identitas keislaman mereka. Selain itu, adab berbasis tubuh ini berperan sebagai mekanisme sosialisasi nilai yang efektif, karena melibatkan pengalaman sensorik dan emosional secara langsung. Penelitian ini menegaskan bahwa adab santri tidak semata bersifat normatif-doktrinal, melainkan juga embodied practice yang hidup dalam keseharian pesantren. Temuan ini diharapkan dapat memperkaya kajian pendidikan Islam, antropologi tubuh, serta diskursus etika pesantren dalam konteks pendidikan karakter berbasis budaya lokal.
MULTICULTURAL ISLAMIC RELIGIOUS EDUCATION AS A COUNTER-NARRATIVE STRATEGY AGAINST RELIGIOUS EXTREMISM IN SCHOOLS Rochmad Basuni
Journal Of Islamic Education And Pesantren Vol 2 No 1 (2022): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v2i1.11453

Abstract

This article aims to analyze the integration of critical pedagogy into multicultural Islamic Religious Education (PAI) as a counter-narrative strategy against religious extremism in schools. The study is grounded in the growing polarization of religious identities and the infiltration of exclusivist narratives within educational spaces, while Islamic education practices often remain normative and doctrinal with limited dialogical engagement. Employing a qualitative approach with a critical case study design, this research explores classroom practices that incorporate reflective dialogue, social problem-posing, and the deconstruction of exclusivist religious narratives. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using an interactive model of data reduction, display, and conclusion drawing. The findings reveal that integrating critical pedagogy transforms Islamic education classrooms into dialogical spaces that foster students’ reflective awareness of intolerance and extremism. The counter-narrative strategy operates through three main stages: problematizing social realities, deconstructing absolutist claims, and reconstructing inclusive religious understanding. Theoretically, this study expands the discourse on multicultural Islamic education by incorporating a critical-reflective dimension as an epistemological framework for strengthening religious moderation in schools. The results indicate that critical pedagogy within multicultural Islamic education serves as a transformative praxis to cultivate moderate consciousness and prevent the reproduction of extremist narratives in educational settings
Co-Authors Ahmad Ilham Akbar M.Amirul Muttaqin Moh. Ahsin Muhammad Nawaki