Uswah Ḥasanah in the Framework of Symbolic Interactionism: A Study of Kiai Langgar's Exemplary Behavior to Strengthen Elementary School Students' Moral and Worship Education

Muhammad Diaul Fikri; Mamah Rohmatusadiyah

doi:10.63922/ijevss.v5i03.3942

Muhammad Diaul Fikri Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Mamah Rohmatusadiyah Universitas Islam Bunga Banga Cirebon

DOI: https://doi.org/10.63922/ijevss.v5i03.3942

Keywords: Uswah Hasanah, Symbolic Interactionism, Non-Formal Islamic Education

Abstract

Moral and worship education for elementary students faces significant challenges amid the academic dominance of formal schooling. This study examines the exemplary role of the kyai langgar in strengthening students’ moral and religious development through the lens of symbolic interactionism. Employing a qualitative case study design at Langgar “Daruttaqwa” in Kuningan Regency, data were collected via participatory observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman’s interactive model. Findings reveal that the kyai’s daily conduct operates not merely as ritual practice, but as meaningful symbolic action constructed through sustained social interaction. Moral and worship values are internalized by students through continuous observation, dialogic engagement, and reflective imitation. The langgar transcends its traditional function, emerging as a miniature religious community that fosters holistic character development. This research concludes that consistent role modeling effectively cultivates religious identity and ethical consciousness among young learners. Ultimately, the study highlights the strategic contribution of community-based langgar institutions in nurturing morally grounded youth.

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