Reconstructing the Culture of Taʿẓīm and Seeking Blessings in Islamic Boarding Schools: A Comparative Study of Alumni Perspectives from NU, Muhammadiyah, and Persis Institutions
DOI:
https://doi.org/10.15575/jis.v6i4.53601Kata Kunci:
blessings, education, Islamic boarding school, kyai, ta'zimAbstrak
This study examines the culture of ta’zim and Barokah in Islamic boarding schools as a socio-religious phenomenon historically, symbolically, and contemporary, while tracing its transformation in the context of liberating education. The culture of ta’zim and Barokah, which emphasizes students' respect for the kiai, has become the foundation of moral, spiritual, and social identity in Islamic boarding schools. However, in the modern era, a perception has emerged that this practice could become a feudal power relationship. This study examines how the dynamics of the meaning and practice of ta’zim and Barokah in Islamic boarding schools are transforming in the modern socio-religious context. This study uses a critical-phenomenological qualitative approach to examine the meaning of ta’zim and Barokah in Islamic boarding schools and the power relations that influence them. Data were obtained from 30 alumni of traditional, semi-modern, and modern Islamic boarding schools representing NU, Muhammadiyah, and Persis through online interviews and observations of phenomena. The analysis reveals the need for a pedagogical reorientation to ensure that ta’zim and Barokah remain relevant to modern Islamic education without compromising traditional values. The study's findings demonstrate that ta’zim (religious observance) is an undeniable socio-religious fact, serving as the foundation of morality, moral habitus, and social identity of students. Pedagogical transformation allows for the maintenance of respect for the kiai (Islamic scholars) while also transforming it into a liberating educational tool, fostering critical awareness, active participation, and social responsibility. This research emphasizes the relevance of ta’zim as an integration of Islamic boarding school traditions and modern education, while also providing a critical perspective for developing a humanistic, egalitarian, and spiritual teacher-student relationship.
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Hak Cipta (c) 2026 Muhammad Faizal Zaky Mubarok, Dody S. Truna, Raden Roro Sri Rejeki Waluyajati
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