Educational Institution Sociology: The Role of Nurul Huda Islamic Boarding School in Community Education and Socio-Economic Empowerment in Langgongsari Village, Banyumas
DOI:
https://doi.org/10.53639/ijsse.v4i1.136Keywords:
Community Relationship, Village Socio-Economic System, Empowerment, Langgongsari Village, BanyumasAbstract
This article examines the relationship between Islamic boarding schools (pesantren) and village communities in strengthening the socio-economic system through education, from the perspective of the sociology of educational institutions. The study focuses on the argument that Islamic boarding schools can serve as centers for socio-economic strengthening in villages when education, Islamic outreach (da'wah), entrepreneurship, and community empowerment are integrated. This issue is crucial because educational institutions function not only as venues for knowledge transmission but also as arenas for shaping social relations, values, obedience, identity, and life opportunities for students. A qualitative field approach was employed using observation, in-depth interviews, and documentation as data collection techniques. Primary data were analyzed based on three pieces of empirical evidence: (1) Islamic boarding school programs involving the community, such as cooperatives, agriculture, MSMEs, and skills training; (2) village community perceptions of the socio-economic benefits derived from the Islamic boarding school; and (3) the involvement of students (santri) in community service or empowerment activities. The findings indicate that the integration of educational programs with community-based economic activities fosters mutualistic relationships between the pesantren and the village, with community members reporting positive perceptions regarding improvements in local economic opportunities and student involvement strengthening social cohesion. This article contributes to the development of empirical explanations that connect the daily practices of educational institutions with broader social structures, and it is expected to help students produce academic writing that is not merely descriptive but also analytical, argumentative, and relevant to improving the quality of Islamic education.
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