ISLAMIC EDUCATIONAL INSTITUTIONS AND SOCIAL CHANGE IN RURAL COMMUNITIES

Abstract

This study is based on the assumption that rural communities tend to strongly uphold traditions and face difficulties in adapting to changes. However, through the implementation of humanistic Islamic education, dynamic transformations occur within these communities. This study aimed to explore the existence of actors who can influence human resources through educational institutions based on local wisdom (pesantren) that can affect and mediate social situations without conflict. this research uses the qualitative method, the phenomenological approach used to explore qualitative study using a phenomenological approach, and Robert King Merton's structural-functional theory used as an analysis and points of view. Based on interview results, non-participant observations, and data analysis using James P. Spradley's model, it is found that the manifest function of the Pesantren is to provide a place for learning Quranic knowledge, moral education, and worship, starting from elementary school age. Furthermore, when the impact of the quality of the manifest function is analyzed from the perspective of latent functions, it is evident that the Pesantren catalyzes significant social change in rural communities. The research reveals that what sets it apart from other social structures in the village is its ability to alter the mindset of the community, leading to positive behaviors such as increased social solidarity, generosity, and civil society engagement in the rural community.