POLA TRANSFORMASI SOSIAL SANTRI MELALUI PEACE EDUCATION DI PESANTREN MAHASISWA AL-HIKAM MALANG
DOI:
https://doi.org/10.33853/istighna.v8i1.788Keywords:
Peace Education, Pendidikan Pesantren, Pesma Al-Hikam, Santri, Transformasi SosialAbstract
This article aims to investigate the social transformation patterns of santri through Peace Education at Pesantren Mahasiswa Al-Hikam Malang, which has 300 active santri from various regions. This study adopts qualitative approach using case study methodology. The article presents three key findings. First, social transformation of Inner Peace is oriented toward: a) Cognitive Development through learning activities such as Dirosah and Kepengasuhan; b) Emotional Development through spiritual activities, such as Istighatsah and Khataman every wednesday; c) Physical Development through sports activities. Second, social transformation of Social Peace is oriented toward: a) Adaptation to diverse educational environment; b) Organizational experiences at pesantren and campus; c) Community service programs (DIMAS). Third, social transformation patterns through Peace Education at Pesantren Mahasiswa Al-Hikam are: a) Elimination of Prejudice and Manifest Conflict; b) Self-Regulation Changes and Conflict Transformation; c) Creation of Social Agents and Action; d) Integration of Pesantren Culture with Higher Education and Community.
Artikel ini bertujuan untuk mengetahui pola transformasi sosial santri melalui Pendidikan Perdamaian di Pesantren Mahasiswa Al-Hikam Malang, yang memiliki 300 santri aktif dari berbagai daerah di Indonesia. Menggunakan pendekatan kualitatif dan jenis penelitian studi kasus. Artikel ini menyajikan tiga temuan utama. Pertama, transformasi sosial Inner Peace berorientasi pada: a) Pengembangan Kognitif melalui kegiatan pembelajaran seperti Dirosah dan Kepengasuhan; b) Pengembangan Emosional melalui kegiatan spiritual, seperti Istighatsah dan Khataman Al-Qur’an setiap hari Rabu; c) Pengembangan Fisik melalui kegiatan olahraga. Kedua, transformasi sosial melalui Pendidikan Perdamaian berorientasi pada: a) Adaptasi terhadap lingkungan pendidikan yang beragam; b) Pengalaman berorganisasi di pesantren dan kampus; c) Program pengabdian kepada masyarakat (DIMAS). Ketiga, pola transformasi sosial melalui Pendidikan Perdamaian di Pesantren Mahasiswa Al-Hikam adalah: a) Penghapusan Prasangka dan Konflik Manifes; b) Perubahan Regulasi Diri dan Transformasi Konflik; c) Penciptaan Agen dan Aksi Sosial; d) Integrasi Kultur Pesantren dengan Perguruan Tinggi dan Masyarakat.
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