TARBIYAH AND MORAL MODERNITY IN AN URBAN INDONESIAN ISLAMIC SCHOOL
Keywords:
moral modernity, tarbiyah, Integrated Islamic Schools, hidden curriculum, ethical formation
Abstract
This article examines how Tarbiyah-oriented schooling at SIT Nurul Fikri in Depok connects Islamic piety with contemporary educational aspirations. Drawing on interpretive school ethnography conducted between July 2019 and March 2021, involving participant observation, semi-structured interviews, and documentary analysis, it investigates the organisation of moral expectations through everyday routines, educator roles, and school-family relationships. Moral modernity is used as an analytical lens for understanding how academic competence, independence, and social responsibility are interpreted through Islamic ethics. The analysis identifies three connected processes: the communication of moral expectations through the hidden curriculum, the positioning of educators as murabbi or ethical guides, and the extension of educational responsibilities through family engagement. Together, these processes constitute an institutional project of ethical formation that connects religious commitments with participation in contemporary social life. The argument distinguishes the school’s desired student profile from the practices intended to cultivate it and from students’ responses. Participation in the national education system provides a context for considering civic belonging, but does not establish a uniform form of nationalism or pious citizenship. The article contributes to the sociology of religious education by explaining how moral aspirations are organised across institutional and relational settings, while treating their internalisation and longer-term civic effects as open empirical questions.
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References
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Zhang, M. (2022). "No! I can't!": Noise and silence as everyday resistance at a Chinese suburban middle school. Ethnography, 23(1), 104-129. https://doi.org/10.1177/1466138120910169
Apple, M. W. (1979). Ideology and curriculum. Routledge & Kegan Paul.
Arifianto, A. R. (2020). Rising Islamism and the struggle for Islamic authority in post-Reformasi Indonesia. TRaNS: Trans-Regional and -National Studies of Southeast Asia, 8(1), 37-50. https://doi.org/10.1017/trn.2019.10
Azhar, A. (2022). Penataan kurikulum dalam pembentukan moral siswa. FITRAH: International Islamic Education Journal, 4(1), 54-76. https://doi.org/10.22373/fitrah.v4i1.1987
Basalamah, Q. (2022). Pendidikan dan resistensi kultural kelas menengah Islam: Kasus Sekolah Islam Terpadu Nurul Fikri, Depok [Doctoral dissertation, Universitas Indonesia].
Dardiri, M. A., & Su'aidi, M. Z. (2024). Integrated curriculum in Islamic school: Integration of knowledge and parental involvement. Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman, 14(3), 307-320. https://doi.org/10.33367/ji.v14i3.6322
Eisenstadt, S. N. (2000). Multiple modernities. Daedalus, 129(1), 1-29. https://www.jstor.org/stable/20027613
Faoziah, N. (2025). Muslim parental involvement in Indonesian Islamic primary schools: Gendered caregiving, religious responsibility, and uneven school participation. Al-Athfal: Jurnal Pendidikan Anak, 11(2), 337-350. https://doi.org/10.14421/al-athfal.2025.112-06
Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in practice (4th ed.). Routledge. https://doi.org/10.4324/9781315146027
Hasan, N. (2009). Islamizing formal education: Integrated Islamic school and a new trend in formal education institution in Indonesia (RSIS Working Paper No. 172). S. Rajaratnam School of International Studies. https://www.rsis.edu.sg/wp-content/uploads/rsis-pubs/WP172.pdf
Hilda, H., Mulyadi, M., & Dewantoro, M. H. (2025). Transformasi karakter siswa melalui peran strategis guru PAI di SD Negeri Sardonoharjo 1. At-Thullab: Jurnal Mahasiswa Studi Islam, 7(2), 385-396. https://doi.org/10.20885/tullab.vol7.iss2.art12
Ichwan, M. N., Salim, A., & Srimulyani, E. (2020). Islam and dormant citizenship: Soft religious ethno-nationalism and minorities in Aceh, Indonesia. Islam and Christian-Muslim Relations, 31(2), 215-240. https://doi.org/10.1080/09596410.2020.1780407
Indrasanti, L., & Wita, F. R. (2023). Language, religion, and identity negotiation in Indonesian Islamic boarding schools: A sociolinguistic ethnography. Jurnal Tahuri, 20(2), 155-172. https://doi.org/10.30598/tahurivol20issue2page155-172
Jackson, P. W. (1968). Life in classrooms. Holt, Rinehart and Winston.
Khotimah, K., & Rosidi, I. (2020). Negotiating piety and radicalism: A study among Muslim youth in Pekanbaru, Indonesia. Jurnal Ilmiah Peuradeun, 8(3), 633-648. https://doi.org/10.26811/peuradeun.v8i3.377
Laksana, B. K. C., & Wood, B. E. (2019). Navigating religious diversity: Exploring young people's lived religious citizenship in Indonesia. Journal of Youth Studies, 22(6), 807-823. https://doi.org/10.1080/13676261.2018.1545998
Mahmood, S. (2005). Politics of piety: The Islamic revival and the feminist subject. Princeton University Press.
Massoumi, N., & Morgan, M. (2024). Hidden transcripts of the powerful: Researching the arts of domination. Sociology, 58(6), 1341-1358. https://doi.org/10.1177/00380385241240440
McCoy, M. E. (2020). Piety, purity, and nationalism: The convergence of nation and Islam in contemporary Indonesia. In V. Verma & A. S. Rathore (Eds.), Secularism, religion, and democracy in Southeast Asia (pp. 161-193). Oxford University Press. https://doi.org/10.1093/oso/9780199496693.003.0007
Munzirin, M. (2025). Telaah filosofis konsep murabbi dalam tradisi tasawuf Al-Junayd dan urgensinya dalam pembentukan guru ideal. AN-NUR: Jurnal Pendidikan dan Pembelajaran, 1(2), 486-498. https://doi.org/10.65802/an-nur.v1i2.70
Parker, L. (2014). Religious education for peaceful coexistence in Indonesia? South East Asia Research, 22(4), 487-504. https://doi.org/10.5367/sear.2014.0231
Pribadi, Y. (2022). Sekolah Islam (Islamic schools) as symbols of Indonesia's urban Muslim identity. TRaNS: Trans-Regional and -National Studies of Southeast Asia, 10(2), 203-218. https://doi.org/10.1017/trn.2021.15
Puspitasari, F. F., Sulaiman, A., & Supriyanto, S. (2020). The integrated Islamic school's characteristics and strategies for human resource supervision. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 5(3), 304-320. https://doi.org/10.31538/ndh.v5i3.821
Qiso, A. A., Nafisah, A., Pebrikarlepi, E., Wahyudi, M., & Heryadi, F. (2025). Reconstructing the integrative paradigm of Islamic education: A critical analysis of Integrated Islamic Schools in Indonesia. Al-Ishlah: Jurnal Pendidikan Islam, 23(1), 49-61. https://doi.org/10.35905/alishlah.v23i1.13625
Raihani. (2011). A whole-school approach: A proposal for education for tolerance in Indonesia. Theory and Research in Education, 9(1), 23-39. https://doi.org/10.1177/1477878510394806
Rubaidi, R. (2019). Kontekstualisasi sufisme bagi masyarakat urban. Jurnal Theologia, 30(1), 127-152. https://doi.org/10.21580/teo.2019.30.1.3145
Salim, N. A., Zaini, M., Wahib, A., Fauzi, I., & Asnawan, A. (2024). Fostering moderate character of santri: Effective hidden curriculum strategy in Islamic boarding schools. Nazhruna: Jurnal Pendidikan Islam, 7(2), 357-372. https://doi.org/10.31538/nzh.v7i2.4676
Schielke, S. (2009). Being good in Ramadan: Ambivalence, fragmentation, and the moral self in the lives of young Egyptians. Journal of the Royal Anthropological Institute, 15(S1), S24-S40. https://doi.org/10.1111/j.1467-9655.2009.01540.x
Sumanti, S. T., Nunzairina, N., & Salminawati, S. (2024). The evolution of Islamic educational institutions in North Sumatra Indonesia. Nazhruna: Jurnal Pendidikan Islam, 7(1), 1-19. https://doi.org/10.31538/nzh.v7i1.4419
Wardani, O. P., Turahmat, T., Afandi, M., Wahyuningrum, D. W., & Nirmala, A. F. (2025). Supporting multilingual learners: Parental roles in modern Islamic boarding school. EduLite: Journal of English Education, Literature and Culture, 10(2), 410-432. https://doi.org/10.30659/e.10.2.410-432
Wasehudin, W., Wajdi, M. B. N., Silahuddin, S., Syafe'i, I., Sirojudin, R., Bachtiar, M., & Hasanah, U. (2024). The paradigm of character education in Islamic elementary school. Jurnal Ilmiah Islam Futura, 24(2). https://doi.org/10.22373/jiif.v24i2.22546
Zhang, M. (2022). "No! I can't!": Noise and silence as everyday resistance at a Chinese suburban middle school. Ethnography, 23(1), 104-129. https://doi.org/10.1177/1466138120910169
Published
2026-08-30
How to Cite
Basalamah, Q., Badaruddin, S., & Basalim, S. I. (2026). TARBIYAH AND MORAL MODERNITY IN AN URBAN INDONESIAN ISLAMIC SCHOOL. Journal of Social Political Sciences, 7(3), 418-432. https://doi.org/10.59689/jsps.v7i3.391
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Articles
Copyright (c) 2026 Qonitah Basalamah and Syamsiah Badaruddin
This work is licensed under a Creative Commons Attribution 4.0 International License.
