EXPLORING THE ESOTERIC DIMENSION OF ISLAMIC EDUCATION THROUGH KHIDMAH STUDENTS' MOTIVATION
MENJELAJAHI DIMENSI ESOTERIS PENDIDIKAN ISLAM MELALUI MOTIVASI KHIDMAH SANTRI
DOI:
https://doi.org/10.31330/penamas.v36i2.652Keywords:
Esoteric Dimension, Khidmah, Islamic Boarding SchoolAbstract
This research investigates the significance of khidmah, or service, in the Islamic boarding school tradition as a means of gaining access to the esoteric components of Islamic education, particularly blessings. The motivation, process, and service orientation of musaidin students (serving students) at the Darullughah Wadda'wah Islamic Boarding School are the topic of this study. This qualitative study included 26 Musaidin students as participants, with data collected through in-depth interviews. The analysis was carried out by reducing, coding, and establishing themes. According to the findings of this study, the importance of loyalty to teachers and conformity with the norms of Islamic boarding schools carried out by Santri Musaidin in order to receive blessings. Santri Musaidin's compliance has an impact on positive behavior change, better living situations, economic well-being, and social acceptance. The experience of Santri Musaidin has transformed Islamic education not only in terms of greater knowledge, but also in terms of moral and spiritual growth.
References
Abdillah, A., & Maskuri, E. (2022). The Khidmah Tradition of Santri Towards Kyai (The Review of ‘Urf & Psychology). Nazhruna: Jurnal Pendidikan Islam, 5(1), 278–292.
Ahmed, F. (2018). An exploration of Naquib al-Attas’ theory of Islamic education as ta’dīb as an ‘indigenous’ educational philosophy. Educational Philosophy and Theory, 50(8), 786–794.
Al Zeera, Z. (2001). Wholeness and holiness in education: An Islamic perspective. International Institute of Islamic Thought (IIIT).
Al-Attas, M. N. (1980). The concept of education in Islam. Muslim Youth Movement of Malaysia Kuala Lumpur.
Arifin, A. Z. (2015). Transmitting Charisma: Re-reading Weber through the Traditional Islamic Leader in Modern Java. Jurnal Sosiologi Reflektif, 9(2), 1–30.
Attas, M. N. al. (1984). Islām and secularism. Muslim Welfare Society Series.
Aymard, J.-B., & Laude, P. (2004). Frithjof Schuon: life and teachings. SUNY press.
Calis, H. (2020). The ‘Four Aspects of the Qur’an’ḥadīth and the Evolution of Ṣūfī Exegesis until Shams al-Dīn al-Fanārī (d. 834/1431). Journal of Qur’anic Studies, 22(3), 1–34.
Chowdhury, M. (2018). Emphasizing morals, values, ethics, and character education in science education and science teaching. MOJES: Malaysian Online Journal of Educational Sciences, 4(2), 1–16.
Davids, N., & Waghid, Y. (2016). Ethical dimensions of Muslim education. Springer.
Demirel, S., & Sahib, H. B. (2015). Concept of Barakah in Qur’ān and Sunnah: Towards its realization in modern discourse. FSM İlmî Araştırmalar İnsan ve Toplum Bilimleri Dergisi, 5, 261–284.
Gianotti, T. J. (2001). Al-Ghazālī’s Unspeakable Doctrine of the Soul: Unveiling the Esoteric Psychology and Eschatology of the Iḥyāʻ (Vol. 104). Brill.
Halstead, M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529.
Hamid, F. Z. (2018). Knowledge and knowing in Islam: a comparative study between Nursi and al-Attas. GJAT, 8(1), 31–41.
Handrianto, B. (2019). Islamisasi Ilmu Pengetahuan di Era Revolusi Industri 4.0 (Makna dan Tantangannya). The Annual Conference on Islamic Education and Social Science, 1(1), 1–13.
Hanegraaff, W. J. (2016). Esotericism theorized: Major trends and approaches to the study of esotericism. Religion: Secret Religion, 155–170.
Hardaker, G., & Sabki, A. A. (2018a). Pedagogy in Islamic education: The madrasah context. Emerald Publishing Limited.
Hardaker, G., & Sabki, A. A. (2018b). Philosophy of Islam and Knowledge. In Pedagogy in Islamic Education (pp. 35–54). Emerald Publishing Limited.
Hashim, R., & Rossidy, I. (2000). Islamization of knowledge: A comparative analysis of the conceptions of AI-Attas and AI-Fārūqī. Intellectual Discourse, 8(1).
Hidayat, M. (2017). Model komunikasi kyai dengan santri di pesantren. Jurnal Aspikom, 2(6), 385–395.
Huda, M., Jasmi, K. A., Mustari, I., Basiron, B., & Sabani, N. (2017). Traditional wisdom on sustainable learning: An insightful view from Al-Zarnuji’s Ta ‘lim al-Muta ‘allim. SAGE Open, 7(1), 2158244017697160.
Huda, M., Yusuf, J. Bin, Azmi Jasmi, K., & Nasir Zakaria, G. (2016). Al-Zarnūjī’s concept of knowledge (‘Ilm). SAGE Open, 6(3), 2158244016666885.
Idris, S., Za, T., & Sulaiman, F. (2018). Critical education paradigm in the perspective of Islamic education. Advanced Science Letters, 24(11), 8226–8230.
Ifadah, L., & Utomo, S. T. (2019). Strategi pembelajaran pendidikan agama islam dalam menghadapi tantangan era revolusi industri 4.0. Al Ghazali, 2(2), 51–62.
Kasim, T. S. A. T., & Yusoff, Y. M. (2014). Active teaching methods: Personal experience of integrating spiritual and moral values. Religious Education, 109(5), 554–570.
Kuncoro, A. T. (2022). Tradisi Khidmah dalam Perspektif Pendidikan Islam. Jurnal Progress, 10(1), 482530.
Lubis, M. A. (2015). Effective implementation of the integrated Islamic education. Global Journal Al-Thaqafah, 5(1), 59–68.
Mahmudin, M., Ahmad, Z., & Basit, A. (2021). Islamic Epistemology Paradigm: Worldview of Interdisciplinary Islamic Studies Syed Muhammad Naqueb Al-Attas. International Journal of Social Science and Religion (IJSSR), 23–42.
Mahyuddin, M. K., Stapa, D. Z., & Badaruddin, F. (2013). The Relationship Between the Shari’ah, Tariqah, Haqiqah and Ma’rifah by Wan Sulaiman b Wan Siddik, a 19th Malay Sufi Scholar in the Malay world. Journal of Islamic Studies and Culture, 1 (1), 1–11.
Narimani, Z. (2021). A Critical Analysis of the Baṭn (esoteric meaning) Theory in Tafsīr al-Mīzān, with Regard to Tafsīr al-Furqān. International Journal of Multicultural and Multireligious Understanding, 8(7), 106–119.
Othman, N., & Mohamad, K. A. (2016). Educational reform and Islamic education in Malaysia. The State of Social Progress of Islamic Societies: Social, Economic, Political, and Ideological Challenges, 267–282.
Roslan Mohd Nor, M., & Malim, M. (2014). Revisiting Islamic education: the case of Indonesia. Journal for Multicultural Education, 8(4), 261–276.
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335.
Sahin, A. (2021). Love of Learning as a Humanizing Pedagogic Vocation: Perspectives from Traditions of Higher Education in Islam. Higher Education and Love: Institutional, Pedagogical and Personal Trajectories, 137–187.
Saif, L. (2019). What is Islamic Esotericism? Correspondences, 7(1).
Sassi, K. (2020). Prinsip-prinsip Epistemologi Pendidikan Islam Paradigma Tauhid Naquib al-Attas. Millah: Jurnal Studi Agama, 135–172.
Schuon, F. (2005). The Essential Frithjof Schuon. World Wisdom, Inc.
Shah, S. (2012). Islam, education, and gender: discourses and practices among Pakistani Diaspora in the UK. In Gender, religion and education in a chaotic postmodern world (pp. 241–252). Springer.
Tiryakian, E. A. (2013). Toward the sociology of esoteric culture. Gosudarstvo, Religii︠a︡, T︠S︡erkov v Rossii i Za Rubezhom, 31(4), 247.
Tolchah, M., & Mu’ammar, M. A. (2019). Islamic Education in the Globalization Era. Humanities & Social Sciences Reviews, 7(4), 1031–1037.
Zaman, M. (2021). The Philosophy and Ideals of Islamic Education. In Oxford Research Encyclopedia of Education.
