Analisis faktor internal dan eksternal penurunan jumlah peserta didik madrasah Diniyah Al-Ikhsaniyah

Abstract

This study aims to analyze the internal and external factors driving student attrition at Madrasah Diniyah (Madin) Al-Ikhsaniyah, Brebes. Using a qualitative descriptive field research approach, primary data were gathered through interviews with the headmaster, teachers, parents, and drop-out students. Secondary data were collected from institutional archives. Data were analyzed using the Miles and Huberman interactive model. Internally, the decline is caused by inadequate physical infrastructure for lower grades, causing spatial discomfort, and rigid, monotonous pedagogical methods that induce student burnout. Externally, the primary determinant is the shift in parental preference toward Full Day School-based elementary schools offering better facilities and integrated religious curricula. This shift causes daily cognitive fatigue for remaining students, leading to age-polarized peer delinquency: younger students drop out due to bullying trauma, while older students actively engage in mass truancy. This complexity is exacerbated by a parental monitoring gap among agricultural laborers, leading to a permissive stance to reduce domestic expenditures. In conclusion, managing student retention requires a transition toward interactive learning media and structured parent-teacher communication.

Abstrak

Penelitian ini bertujuan menganalisis faktor internal dan eksternal penyebab penurunan jumlah peserta didik di Madrasah Diniyah (Madin) Al-Ikhsaniyah Desa Kupu, Kabupaten Brebes. Menggunakan metode deskriptif kualitatif lapangan, data primer dihimpun via wawancara bersama kepala madrasah, ustadz, wali murid, dan eks-santri, sementara data sekunder diperoleh dari arsip lembaga. Analisis data menerapkan model interaktif Miles dan Huberman. Secara internal, penurunan kuantitas dipicu oleh defisiensi kenyamanan spasial akibat kerusakan sarana fisik gedung kelas bawah (kelas persiapan hingga kelas 2) serta rigiditas metodologi pengajaran ustadz yang monoton sehingga memicu saturasi mental santri. Secara eksternal, pergeseran preferensi orang tua ke sekolah formal berbasis Sekolah Sepanjang Hari (Full Day School) menjadi determinan utama. Implikasinya melahirkan kelelahan kognitif harian bagi santri yang bertahan, yang memicu kenakalan teman sebaya terpolarisasi usia: santri usia dini mundur karena trauma perundungan (bullying), sedangkan santri kelas atas melakukan aksi membolos massal karena hilangnya rasa takut pada otoritas. Hambatan ekonomi buruh tani turut melahirkan celah kosong pengawasan, memicu sikap pasrah orang tua meluluskan keinginan anak berhenti sekolah demi mereduksi pengeluaran domestik.