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Email this article Habitus and Social Capital in Habituation Programs: Religious, Social, and Moral Formation in Muhammadiyah Vocational Schools
Abstract
Abstract
This study examines how Muhammadiyah vocational schools in Pekanbaru, Indonesia, employ religious habituation programs to balance increasingly pragmatic and market-oriented educational priorities with the formation of students’ religiosity, moral character, and social attitudes. Applying Pierre Bourdieu’s theory of practice—particularly the concepts of habitus, field, and capital—as an analytical framework, this research adopts a qualitative descriptive-analytical approach. Data were collected through observations, semi-structured interviews with school leaders, teachers, activity coordinators, and students, as well as document analysis across three Muhammadiyah vocational schools. The findings indicate that institutionally embedded habituation practices—such as ablution, congregational prayer, short religious talks (kultum), and charitable giving—exert differential effects on the internalization of students’ religious attitudinal tendencies. Some practices successfully foster relatively stable and sustainable patterns of religious attitudes and behaviors, while others remain dependent on supervision and institutional control. These findings underscore that curricular legitimacy, pedagogical role modeling, and symbolic authority play a crucial role in transforming repetitive religious practices into deeply internalized and enduring habits. Conversely, control-based habituation tends to generate formal compliance rather than authentic spiritual autonomy. Theoretically, this study contributes to Islamic education scholarship by operationalizing the concept of habitus in analyzing the formation of students’ religiosity within Islamic vocational schooling. Practically, it recommends the integration of habituation programs into the formal curriculum and the adoption of pedagogical strategies that facilitate a gradual transition from external regulation toward students’ religious autonomy.
Keywords: Islamic education; habituation programs; habitus; student religiosity
Keywords
References
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DOI: http://dx.doi.org/10.24014/potensia.v12i1.38806
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