Adaptation Of Students’ Religious Beliefs Through Learning Al-Islam and Muhammadiyah (AIK)
DOI:
https://doi.org/10.37812/fikroh.v19i1.2325Keywords:
Al-Islam and Muhammadiyah, religious adaptation, students, Islamic education, Progressive IslamAbstract
The diversity of students’ religious backgrounds at Muhammadiyah Higher Education requires a learning model for Al-Islam and Muhammadiyah (AIK) that is not indoctrinative but facilitates the adaptation of religious values inclusively. This study aims to analyze the process of students’ religious adaptation through AIK learning and to identify the patterns of religiosity it forms at STAI Muhammadiyah Tulungagung. This qualitative research employs a case study approach at STAI Muhammadiyah Tulungagung. Data were collected through in-depth interviews with 12 students from diverse Islamic organizational backgrounds and 2 AIK lecturers, complemented by classroom observations and documentation of learning tools. Data were analyzed interactively using the perspectives of symbolic interaction and sociocultural adaptation. The research reveals that AIK learning facilitates student adaptation through four key value internalizations: strengthening faith as a theological foundation, habituation of worship, internalization of Muhammadiyah ideology as a moral compass, and integration of Islam with science and technology. The adaptation process follows a stress-adaptation-growth pattern, resulting in a moderate, reflective, and inclusive religiosity. This study implies that AIK functions as a dialogical space for identity negotiation, not merely doctrinal. It offers a model for Islamic education that is adaptive to student plurality, contributing theoretically to the integration of symbolic interaction in Islamic pedagogy and practically for curriculum development in similar institutions.
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