PARENTS' PARADIGM IN CHOOSING ISLAM-BASED PRE-SCHOOL EDUCATIONAL INSTITUTIONS

Abstract

The development of civilization from time to time creates its own challenges for parents in providing the best education for their children. Moreover, currently there are rampant juvenile delinquents which are increasingly of various kinds due to the lack of religious foundations attached to their identity. This makes parents expect an educational service that can facilitate children in the fields of science, up-to-date technology, and general education that does not leave Islamic religious law. Apart from that, parents also really hope that, besides their children being intelligent in the academic field, they also want them to be morally intelligent, so that they become human beings who are not left behind in terms of technology, but excel in imitating the teachings of the Prophet Muhammad SAW.
 The purpose of this research is to look at the parents' point of view on the reasons for choosing an Islamic-based pre-school educational institution to prepare their children for primary school. This study uses a qualitative approach by utilizing online survey methods (questionnaires), interview, observation and documentation studies to obtain information related to this matter, then explains it descriptively by synchronizing it using social action theory put forward by Max Weber.
 The results of this study indicate conformity with Max Weber's theory of social action theory with the following explanation: (1) acts of instrumental rationality, namely actions based on goals. The purpose of parents choosing Islamic-based pre-school educational institutions is because they want their children to have a good Islamic religious foundation, to have a strong stance amidst various social influences, to be able to emulate the teachings of the Prophet Muhammad SAW, to have good morals, to be pious children. sholihah, and has a balanced general and religious knowledge base. (2) Value-Oriented Rationality, namely actions based on beliefs about important values ​​such as ethics, aesthetics, and religion. This is in line with the reasons of parents who put forward social values ​​that tend to adhere to Eastern customs, where modesty in dress, speech, and behavior is very important in blending in with the environment, all of which is taught in Islamic education. (3) Affective Actions, namely Actions determined by the psychological condition and feelings of the individual. This action is also carried out by parents due to busy work and feelings of inadequacy or worry in educating children in a consistent and optimal manner. For this reason, parents feel they need help from Islamic-based pre-school educational institutions to teach them to their children. (4) Traditional actions, namely actions carried out because of habits that have been ingrained in the flesh or have been carried out from generation to generation. This is in line with the findings of the study that the views on Islamic values, norms and customs that have been acquired by parents from generation to generation and are considered as the foundation of true life so that they also need to be taught to the next generation.