Functions And Forms Of Social Educational Institutions In Traditional, Modern, And Islamic Society

Atik Mulyani; Fitra Alif Viana; Nayla Rahma Assyfa; Sutrimo Purnomo

doi:10.62523/kalijaga.v3i1.61

Authors

Atik Mulyani Universitas Islam Negeri K.H Saifuddin Zuhri Purwokerto
Fitra Alif Viana Universitas Islam Negeri K.H Saifuddin Zuhri Purwokerto
Nayla Rahma Assyfa Universitas Islam Negeri K.H Saifuddin Zuhri Purwokerto
Sutrimo Purnomo Universitas Islam Negeri K.H Saifuddin Zuhri Purwokerto

DOI:

https://doi.org/10.62523/kalijaga.v3i1.61

Keywords:

Social Education, Traditional Society, Modern Society, Islamic Education, Structural Barriers

Abstract

While the role of education in social mobility is widely acknowledged, there is a lack of comprehensive studies that systematically compare the functional evolution of educational institutions across traditional, modern, and Islamic societal contexts while addressing contemporary structural barriers in Indonesia. Objective: This study aims to analyze the role, function, and form of educational social institutions in shaping individuals and society within these three contexts, and to identify the structural obstacles faced in the national education system. Method: The research employs a qualitative library research approach, analyzing data from scientific literature, books, regulations, and relevant academic journals. Findings: The analysis reveals that educational institutions have undergone a structural evolution: from informal-holistic models in traditional societies (centered on family and community) to formal-systematic structures in modern societies (schools and universities), and hybrid systems in Islamic societies (integrating religious and general sciences through madrasahs and pesantren). However, this evolution faces severe challenges, including weak integration among formal, non-formal, and informal educational pathways, alongside stark quality disparities driven by limited infrastructure and poor welfare for honorary teachers. Both external and internal factors contribute to moral degradation and suboptimal academic achievements. Conclusion: A robust synergy among families, schools, and communities is urgently required to ensure educational institutions optimally function as adaptive and religious agents of social change, thereby supporting national development goals.

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