<![CDATA[This study analyzes symbolic violence against non-pesantren students in the Qur’anic Reading, Writing, and Memorization Program (BTHQ) at the Faculty of Ushuluddin and Da’wah, IAIN Sultan Amai Gorontalo. Using qualitative case study, data were collected through moderate observation, in-depth interviews with eight non-pesantren students, one Ma’had Al-Jami’ah administrator, two lecturers, and documentation. Analysis employed initial, focused, and axial coding with Pierre Bourdieu’s concepts of habitus, capital, field, doxa, misrecognition, hysteresis, and symbolic violence. Findings show that non-pesantren students are not homogeneous; their BTHQ proficiency is shaped by family socialization, madrasah, TPA, public schooling, and pre-university Qur’anic practice. Symbolic violence emerges when Qur’anic standards rooted in a particular religious habitus are naturalized as universally reasonable for all Islamic university students, while unequal capital is read as personal deficiency. Bureaucratic information asymmetry and limited student participation reinforce this. The problem is not BTHQ standards themselves, but uniform standards without adequate compensation. BTHQ should retain its religious objectives while shifting from uniform selection toward differentiated mentoring, diagnostic assessment, remedial pathways, and participatory governance.]]>
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