Strengthening Islamic Education for Elementary School Students in a Remote Island Village: Evidence from Lopintol

Sausan Amalta; Diana Marlin; Sausan Amalta; Diana Marlin

doi:10.32665/jurmia.v6i2.6461

Authors

Sausan Amalta STIT At-Taqwa Gegerkalong Bandung
Diana Marlin STIT At-Taqwa Gegerkalong Bandung

DOI:

https://doi.org/10.32665/jurmia.v6i2.6461

Keywords:

Elementary School Children, Lopintol Village, Religious Habituation, Islamic Education

Abstract

Islamic education for primary school age children in remote island settings proceeds while all three educational centres, namely the school, the family, and the community, are simultaneously constrained. This study describes how Islamic education is practised in the daily life of children in Lopintol Village, Raja Ampat, identifies the local actors who occupy the institutional vacancy, and examines the factors that sustain and obstruct that provision. A qualitative approach with a descriptive case study design was applied. Informants were selected purposively and comprised the village teacher, parents, community figures, and primary school age children. Data were gathered through semi-structured interviews, observation, and documentation, and were analysed through data reduction, data display, and conclusion drawing, with source triangulation, technique triangulation, and member checking. Worship habituation at home proved irregular because of the fishing schedule, the local elementary school operated under teacher shortage and combined classes, and the resulting vacancy was filled by a teacher conducting Qur’anic instruction beyond school hours, by community enthusiasm, and by a reading garden serving as a third space. This community-based model is adaptive yet rests on a single teacher, which leaves it institutionally fragile.

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