Islamic Education in the Family as the Basis of Civil Society: A Philosophical and Empirical Study in Asahan Regency

Abstract

This study aims to deeply analyze the role of Islamic education in families as a basis for strengthening civil society through a philosophical and empirical approach, using a case study in Asahan Regency. This study uses a qualitative approach with descriptive-analytical methods. The philosophical study is conducted through an analysis of classical and contemporary literature on the concept of Islamic education and civil society, while the empirical study is carried out through observation, in-depth interviews, and documentation in several Muslim families in Asahan Regency. Data are analyzed thematically to find the relationship between Islamic education practices in families and the formation of civil society values ​​such as justice, tolerance, social participation, and collective responsibility. The results show that Islamic education in families in Asahan Regency plays a significant role in shaping the character of individuals who are religious, have noble morals, and have social concerns. Islamic values ​​instilled from an early age through role models, habituation of worship, educational communication, and strengthening a culture of deliberation have been proven to encourage the emergence of individuals who are active in social life and contribute to strengthening civil society. However, the challenges of modernity, digital media, and changes in family interaction patterns are factors that influence the effectiveness of this education. This study concludes that Islamic education in the family serves not only as a means of spiritual and moral development but also as a strategic instrument in building the foundation of civil society. Therefore, strengthening the role of the family in Islamic education needs to be a priority in social and religious policies to create a civilized, inclusive, and competitive society.