The Shift of a Surau to Be a Mushalla as a Non-Formal Education Implementation in The Regency of West Sumatra Agam

A. Sabri, Sermal Sermal, Syukra Vadhillah, Atqo Akmal, Sarah Pilbahri
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引用次数: 2

Abstract

The concept of "surau" for the Minangkabau community cannot be separated from the framework of the Minangkabau Nature conception itself concerning the process of Islamization and its relationship to sociocultural (customary) aspects. Under ideal conditions, the surau used to function as a means of Islamic education, such as learning to recite the Qur'an, studying religious knowledge, or suluk (for the tarekat community), as well as as a means of inheriting certain traditions of the Minangkabau community such as learning to worship (petatah-petitih), art self-defense (silek), and qasidah/gambus. So, the concept of traditional surau education is a cultural heritage of the Minangkabau community in education, which is packaged in the form of non-formal education. However, over time the dynamics of the continuity of non-formal education based on the surau are affected by the modernization of education, social changes in society, and waves of religious reformism. This study found that surau-based non-formal education has experienced a shift in its educational function and model that occurs in three patterns: (1) Transformation, where the education governance has improved by transforming into formal educational institutions such as madrasas or pesantren, generally, this pattern occurs in a surau that has an excellent reputation. 
西苏门答腊摄政时期非正规教育实施中Surau向Mushalla的转变
米南卡保社区的“surau”概念不能与米南卡保自然概念本身关于伊斯兰化过程及其与社会文化(习俗)方面的关系的框架分开。在理想的情况下,surau曾经是伊斯兰教育的一种手段,例如学习背诵古兰经,学习宗教知识,或suluk(为tarekat社区),以及继承米南卡保社区的某些传统的一种手段,例如学习崇拜(petatah-petitih),艺术自卫(silek)和qasidah/gambus。因此,传统苏劳教育理念是米南卡堡社区在教育方面的文化遗产,它以非正规教育的形式被包装起来。然而,随着时间的推移,以surau为基础的非正规教育的连续性受到教育现代化、社会变革和宗教改革浪潮的影响。研究发现,以surau为基础的非正规教育经历了教育功能和模式的转变,主要表现为三种模式:(1)转型,即通过转变为宗教学校或pesantren等正规教育机构,教育治理得到改善,这种模式一般发生在具有良好声誉的surau。
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