Social Capital and the Historical Development of MI Tarbiyatul Khairat: Sustaining Ahlus Sunnah wal Jama’ah-Based Islamic Education
Keywords:
Islamic Education, Community Participation, Waqf-Based Education, Institutional Development, Ahlussunnah wal Jamaah, AswajaAbstract
This study examines the historical development of MI Tarbiyatul Khairat as a community-based Islamic educational institution and explores the factors that contributed to its institutional sustainability. Employing a qualitative historical approach, the study utilizes interviews, documentation, observation, and literature review to reconstruct the establishment and development of the madrasah. The findings reveal that the institution evolved through four interrelated processes: waqf-based educational initiatives, community participation in infrastructure and governance, institutional strengthening through legal recognition and organizational restructuring, and the continuous transmission of Ahlussunnah wal Jamaah (Aswaja) values in educational practices. These processes enabled the madrasah to maintain its educational and religious functions despite organizational and administrative challenges. The study demonstrates that community engagement, religious leadership, and institutional adaptation are key factors in sustaining Islamic educational institutions at the local level. This research contributes to the literature on Islamic educational history by highlighting the dynamic relationship between community agency, religious identity, and institutional development.
Abstrak
Penelitian ini mengkaji perkembangan historis MI Tarbiyatul Khairat sebagai lembaga pendidikan Islam berbasis masyarakat serta menganalisis faktor-faktor yang mendukung keberlanjutan kelembagaannya. Penelitian menggunakan pendekatan sejarah kualitatif dengan memanfaatkan data wawancara, dokumentasi, observasi, dan kajian pustaka untuk merekonstruksi proses pendirian dan perkembangan madrasah. Hasil penelitian menunjukkan bahwa perkembangan lembaga berlangsung melalui empat proses yang saling berkaitan, yaitu inisiatif pendidikan berbasis wakaf, partisipasi masyarakat dalam pembangunan dan tata kelola lembaga, penguatan kelembagaan melalui legalisasi dan reorganisasi, serta pewarisan nilai-nilai Ahlussunnah wal Jamaah (Aswaja) dalam praktik pendidikan. Keempat proses tersebut memungkinkan madrasah mempertahankan fungsi pendidikan dan keagamaannya di tengah berbagai tantangan organisasi dan administrasi. Penelitian ini menunjukkan bahwa keterlibatan masyarakat, kepemimpinan keagamaan, dan kemampuan adaptasi kelembagaan merupakan faktor penting dalam keberlanjutan lembaga pendidikan Islam di tingkat lokal. Temuan ini berkontribusi pada kajian sejarah pendidikan Islam melalui penjelasan hubungan antara agensi masyarakat, identitas keagamaan, dan perkembangan kelembagaan.
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