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All Journal SocioEdu: Sociological Education PENSOS: Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi
Muhammad ilman Naafi'a
Universitas Negeri Jakarta
Humanities Education Social Sciences Other

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Learning Dualism in Indonesian Education: Schools and Islamic Boarding Schools Within Parsons’ Theory of Social Action Muhammad ilman Naafi'a; Achmad Siswanto; Abdi Rahmat; Fajar Wahyudi Utomo; Muhammad Idris
SocioEdu: Sociological Education Vol. 7 No. 1 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i1.3014

Abstract

The phenomenon of educational dualism in the Buntet Pesantren environment is reflected in santri who simultaneously pursue formal education at Madrasah Aliyah Negeri (MAN) 3 Cirebon, which implements the Merdeka Curriculum, and traditional education at Pesantren Riyyadussholihin grounded in salaf traditions. This study examines the dynamics of learning processes and actor actions in navigating these two educational systems through Talcott Parsons’ structural-functionalism, using the AGIL framework (Adaptation, Goal Attainment, Integration, and Latency). The research used a qualitative case study approach, data were collected through participatory observation, documentation, and in-depth interviews with students, teachers, and pesantren authorities.The findings reveal that Adaptation is achieved through flexible scheduling and curriculum synchronization between institutions. Goal Attainment reflects a dual orientation toward academic achievement and professional careers in the madrasah, alongside the pursuit of barakah (spiritual blessing) in the pesantren. Integration is primarily mediated by the kyai, who bridges traditional values and modern educational demands, while Latency is maintained through symbolic systems that enable role-switching. This study concludes that systemic equilibrium is sustained by pesantren cultural values that effectively integrate critical rationality within a cohesive educational framework.
Implementasi Nilai-Nilai Sosial Masyarakat Marjinal sebagai Sumber Belajar Kontekstual dalam Pembelajaran IPS SMP Fajar Wahyudi Utomo; Muhammad ilman Naafi'a; Achmad Siswanto; Hafizul Akbar; Fini Andrea Alyshia
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 2 (2026): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v4i2.3515

Abstract

Social Studies (IPS) learning at the Junior High School level is often trapped in textual mastery of concepts and rarely reaches the social realities experienced directly by students. This study aims to explore the social values of the marginal community in Kampung Tongkol, North Jakarta, and to formulate a model for its implementation as a contextual learning resource through Role Playing Cards (RPC) media in junior high school Social Studies. The study employed a qualitative approach using a case study method. Data were collected through in-depth interviews with three community informants and Social Studies teachers, observation, and documentation, then analyzed using the Miles and Huberman interactive model within the framework of social capital and contextual learning. The findings show that the Kampung Tongkol community possesses seven prominent social values: social empathy, solidarity, sympathy, tolerance, a sense of shared fate, simple living, and high adaptability. These seven values function as social capital that sustains residents' survival strategies amid urban economic constraints. These values are relevant for integration into the material on social interaction, diversity, social problems, and economics in grade VII and VIII Social Studies. Implementation is carried out through Role Playing Cards media designed to be simple, flexible, and resource-efficient, thereby bridging Social Studies concepts with students' social experiences while strengthening empathy, care, cooperation, and social awareness. This study contributes to the development of Social Studies learning based on the wisdom of marginal urban communities, which has rarely been used as a formal learning resource.
Co-Authors Abdi Rahmat Achmad Siswanto Fajar Wahyudi Utomo Fini Andrea Alyshia Hafizul Akbar Muhammad Idris