Said Romadlan, Mukhlish Muhammad Maududi, Dini Wahdiyati

Komunikasi Sosial di Kalangan Pondok Pesantren Muhammadiyah pada Era Disrupsi

Introduction

Komunikasi sosial di kalangan pondok pesantren muhammadiyah pada era disrupsi . Pelajari komunikasi sosial di Pondok Pesantren Muhammadiyah pada era disrupsi. Penelitian kualitatif di MBS Ki Bagus Hadikusumo mengungkap proses interaktif pembentukan konsep diri santri.

Abstract

Di era disrupsi, komunikasi sosial sangat dibutuhkan untuk memenuhi kebutuhan-kebutuhan sosial individu yang tidak dapat diperoleh melalui teknologi komunikasi seperti pembentukan konsep diri, pemenuhan eksistensi diri, menjalin hubungan dan mendapatkan kebahagiaan. Komunikasi sosial penting dilakukan di lingkungan pondok pesantren karena sebagai lembaga yang menekankan pada pendidikan karakter. Penelitian ini dilakukan di pondok pesantren yaitu Muhammadiyah Boarding School (MBS) Ki Bagus Hadikusumo, sebagai salah satu model pendidikan di Muhammadiyah. Fokus permasalahan penelitian ini adalah bagaimana proses komunikasi sosial di kalangan MBS Ki Bagus Hadikusumo? Teori yang digunakan adalah Interaksionisme Simbolik dari George Herbert Mead yang memfokuskan pada konsep mind, Self, dan Society. Pendekatan penelitiannya adalah kualitatif dengan metode studi kasus. Hasil penelitian menunjukkan bahwa proses komunikasi sosial di MBS Ki Bagus Hadikusumo terjadi secara interaktif dan transaksional yang melibatkan dewan mudir, ustadz/ustadzah, ibu/bapak asrama, mudabbir (guru pendamping), santri, dan wali santri. Melalui proses komunikasi sosial secara interaktif dapat membentuk konsep diri, aktualisasi diri, terjalin hubungan dan tercapainya kebahagiaan para santri. Hasil penelitian ini dapat mengembangkan teori Interaksionisme Simbolik melalui penerapannya pada konteks komunikasi sosial di pondok pesantren. In the disruption era, social communication is needed to accomplish the social needs of individuals that cannot be obtained through communication technology. Social communication is important to be carried out in the Islamic boarding school environment because it is an institution that emphasizes character education. This research was conducted at the Muhammadiyah Boarding School (MBS) Ki Bagus Hadikusumo, as one of the educational models in Muhammadiyah. The focus of this research problem is how is the process of social communication among MBS Ki Bagus Hadikusumo? The theory used is the Symbolic Interactionism by George Herbert Mead who focuses on the concepts of mind, Self, and Society. The research approach is qualitative with a case study method. The results of the study show that the social communication process at MBS Ki Bagus Hadikusumo occurs in an interactive and transactional manner involving the directors (mudir) council, teachers (ustadz/ustadzah), dormitory mothers/fathers, mudabbir (accompanying teachers), students, and guardians of students. Through the social communication process, it can form self-concept, self-actualization, relationships and the achievement of happiness for students. This research can develop the theory of Symbolic Interactionism through its application in the context of social communication in Islamic boarding schools.

Review

This study presents a timely and highly relevant investigation into social communication within Muhammadiyah Boarding Schools (MBS) amidst the complexities of the disruption era. The abstract clearly articulates the importance of social communication for individual well-being and character development, particularly within an institutional setting like a pesantren. The research problem is well-defined, focusing on the process of communication at MBS Ki Bagus Hadikusumo, and the choice of Symbolic Interactionism as a theoretical lens is appropriate for exploring the formation of self, mind, and society through interaction. Furthermore, the qualitative case study approach is well-suited to delve deeply into the nuances of communication processes within this specific environment. The findings indicate a robust and multifaceted social communication process involving a wide array of stakeholders, from leadership and educators to students and their guardians. This interactive and transactional dynamic is shown to foster crucial developmental outcomes for santri, including self-concept formation, self-actualization, relationship building, and overall happiness. A notable strength highlighted in the abstract is the claim that the research contributes to the development of Symbolic Interactionism by applying it to the unique context of pondok pesantren. This suggests a valuable theoretical contribution that moves beyond mere application to potentially enrich the existing framework. While the abstract provides a strong overview of the study's merits, a deeper engagement with certain aspects could further strengthen the full manuscript. For instance, while the "disruption era" is established as a backdrop, the abstract could hint at how this era *specifically impacts or challenges* social communication within the pesantren, beyond simply creating a need for it. Elucidating the *mechanisms* through which the identified interactive and transactional communication *leads* to positive outcomes would also enhance the theoretical contribution. Finally, while the study focuses on a specific MBS, the implications for other Islamic boarding schools facing similar contemporary challenges could be more explicitly discussed to broaden its practical impact.

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