应对和适应Daar El-Qolam - Tangerang对抗Covid大流行

Nur Alia, Nursalamah Siagian
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引用次数: 1

摘要

Daar el-Qolam伊斯兰寄宿学校是规模较大的伊斯兰寄宿学校之一,有1000多名学生,位于红色区域或Covid-19传播的高风险地区。本文探讨了达尔库拉姆如何应对与Covid-19大流行有关的各种政府政策,以及在大流行面前采取的适应战略。该研究于2020年6月采用定性方法进行。结果表明,达尔库拉姆符合政府与疫情有关的各项政策。当政府发布新政策时,达尔·库拉姆试图遵循政策,即使他必须改变现有的政策或制度。其中之一是遣返学生并停止寄宿学校的一切活动。因此,Daar el-Qolam的一致性可以从它努力始终保持和谐和符合群体规范中看出,在这种情况下,这是政府的政策。与此同时,Daar el-Qolam的适应性是自塑性和异体性的。当Daar el-Qolam改变各种内部政策以适应大流行的情况时,例如提前让学生回家,进行在线学习,以及提供符合卫生协议的设施,就会进行自动整形。同时,当Daar el-Qolam改变环境以适应所需条件时,也会进行同种异体化,例如重新激活伊斯兰寄宿学校活动,但在学习过程、santri生活方式以及社会和宗教行为方面发生各种变化。
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Respons dan Adaptasi Pesantren Daar El-Qolam Tangerang terhadap Pandemi Covid 19
Daar el-Qolam Islamic Boarding School is one of the relatively large Islamic boarding schools with more than a thousand students, and located in the red zone or at high risk of spreading Covid-19. This paper examines how the Daar el-Qolam responds to various government policies related to the Covid-19 pandemic, as well as adaptation strategies undertaken in the face of the pandemic. The research was conducted in June 2020 using a qualitative approach. The results show that Daar el-Qolam conforms in responding to various government policies related to the pandemic. When the government issued a new policy, Daar el-Qolam tried to follow the policy even though he had to change the existing policy or system. One of them is by repatriating students and stopping all activities at the boarding school. Thus, Daar el-Qolam's conformity can be seen from its efforts to always be in harmony and in accordance with group norms, which in this case is government policy. Meanwhile, the adaptations made by Daar el-Qolam are autoplastic and alloplastic. Autoplastic is carried out when Daar el-Qolam changes various internal policies to adapt to pandemic conditions, such as sending students home prematurely, conducting online learning, and providing facilities that comply with health protocols. Meanwhile, alloplastic is carried out when Daar el-Qolam changes the environment to suit the desired conditions, such as re-activating Islamic boarding school activities but with various changes in the learning process, santri lifestyle, and social and religious behaviour.
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