VARIAN BARU IDEOLOGI PENDIDIKAN ISLAM DI KOTA PURWOKERTO

One of prominent education destinations in Central Java Purwokerto is a socio-religiously dynamic city for various religious communities are established here. In its development, the variety invades education world as notified by Islamic education institution establishment that ideologically affiliate to religious communities in Purwokerto. On the other hand, the existing Islamic education praxis usually refers to three Islamic education philosophies classified by M. Jawwad Ridla as religious-conservative, religious-rational, and pragmatic-instrumental. The dialectic between religious ideology and educational philosophy bears new variants of Islamic education ideology. This qualitative study utilizes field research approach with three thories to analyze, namely Islamic education ideology theory by M. Jawwad Ridla, Hegel dialectic theory, and Terry Eagleton ideology dissemination theory. Collected through documentation, observation, and in-depth interview, the data were inductively processed and analyzed by formulating interpretation of meaning. The study was carried out in three Islamic education institutions in Purwokerto, i.e. Kuttab Al Fatih Purwokerto, SDIT Harapan Bunda Purwokerto, and TK Khalifah Purwokerto. Three findings are drawn from the study. First, the new variants of Islamic education ideology in Purwokerto were the results of dialectic process between religious ideology and Islamic education philosophies: religious-conservative, religious-rational, and pragmatic-instrumental. Islamic education ideologies in Purwokerto develop into new variants, i.e. religious-conservative ideology variant puritan, religious-rational ideology variant Islamism, and pragmatic-instrumental ideology variant spiritual-entrepreneurship. Second, the new variants of ideology are formed from dialectic process between religious ideology and Islamic education philosophy due to discrepant interpretation of religious texts. Third, new variants ideology dissemination in three education institutions in Purwokerto are done in five strategies, i.e. formulating action-orientation where schools, parents and guardians involve in the ideology synchronization, ideology rationalization that is carried out by developing interpretation of religious texts, ideology legitimation that is conducted from two sides: legal-formal from the government and social legitimation, ideology universalization that is conducted though institutionally internal religious presentations, and naturalization which is done by hidden curriculum