Exploring Social Class Segmentation in Islamic Boarding Schools

(IBS): A Neoliberal Perspective from West Sumatra

Suryanef

, Ika Sandra

, Al Rafni

, Novran Juliandri Bhakti

, Rama Arya Kurniawan

and

Rintia

Universitas Negeri Padang, Indonesia

Universitas Pendidikan, Indonesia

Keywords: Islamic Boarding Schools, Neoliberalism, Social Class Segmentation, Religious Education, Market-Driven

Practices, West Sumatra, Inclusivity, Educational Transformation, Waqf, Scholarships.

Abstract: This study explores the transformation of Islamic Boarding Schools (IBS) in West Sumatra, Indonesia, under

neoliberal influences. Historically focused on religious education and character building, IBS have evolved

to integrate broader academic competencies, including technological literacy, foreign language proficiency,

and industry-relevant skills, in response to globalization. This research employs a qualitative methodology,

combining interviews, document analysis, and observation to examine the segmentation of IBS based on

social class dynamics. The findings reveal that IBS increasingly adopt market-driven practices, resulting in

stratified access influenced by demographic, psychographic, and psychological factors. To address disparities,

IBS implement measures such as scholarships, community funding, and waqf programs, enabling greater

inclusivity for lower-income families. This study highlights the intersection of education, market forces, and

social equity, showcasing how IBS balance traditional Islamic principles with contemporary educational

demands in a neoliberal context.

1 INTRODUCTION

This study explores the phenomenon of social class

segmentation within Islamic Boarding Schools (IBS)

in West Sumatra, Indonesia, examining the intricate

ways neoliberal policies and market forces influence

educational practices and accessibility. Community-

based education has long served as a cornerstone of

the Indonesian educational system, specifically

catering to the unique needs of the predominantly

Muslim population. Historically, the educational

framework of Islamic education in Indonesia was

rooted in traditional pesantren, which served as

community-based institutions addressing the specific

needs of the Muslim community) (Harjanto et al.,

2018). These pesantren formed the foundation of the

educational system, providing both religious and

general education. Over time, pesantren evolved,

integrating new educational concepts and structures.

Today, they have transformed into contemporary

madrasah, also known as Islamic boarding schools

(IBS), reflecting a shift towards more formalized and

structured educational models (Pasi et al., 2020).

Nowadays, these institutions have become

increasingly popular as alternatives that not only

focus on academic achievement but also prioritize the

cultivation of Islamic character among students,

reflecting the dual objectives of cognitive

development and moral instruction (Harjanto et al.,

2018).

In West Sumatra, where approximately 97.42% of

the population identifies as Muslim, the prevailing

cultural values and social norms significantly shape

the community's approach to education. The

emphasis on character development, alongside

academic success, underscores a collective desire to

foster individuals who are not only knowledgeable

but also ethically grounded. However, the landscape

of education in this region has experienced

transformative shifts due to external pressures and

changing familial structures. Many parents, grappling

with the demands of modern life and career

obligations, increasingly favor IBS for their children,

perceiving these institutions as providing an ideal

environment for both academic oversight and

character education. This growing preference is not

solely an individual choice; it is also influenced by

broader political dynamics and the advocacy of key

figures who promote enhanced educational

opportunities (Suyatno, 2015).

634

Suryanef, , Sandra, I., Rafni, A., Bhakti, N. J., Kurniawan, R. A. and Rintia,

Exploring Social Class Segmentation in Islamic Boarding Schools (IBS): A Neoliberal Perspective from West Sumatra.

DOI: 10.5220/0013412100004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 634-644

ISBN: 978-989-758-752-8

Amidst these changes, the rise of IBS reflects

broader neoliberal trends that position educational

institutions as market-driven entities. The increasing

demand for inclusive and quality education compels

these schools to adopt competitive strategies,

enhancing their facilities and diversifying

extracurricular offerings to attract students. However,

this shift toward a market-oriented approach often

results in higher tuition fees, creating a significant

barrier to access for lower-income families. The

commercialization of education, facilitated by

supportive government policies, enables IBS to

operate with a level of autonomy that prioritizes

financial viability over equitable access (Salim et al.,

2023). Consequently, this transformation has led to an

educational landscape where opportunities are

increasingly stratified, with quality education

becoming a privilege for certain social groups rather

than a universal right.

From a neoliberal perspective, education is

increasingly viewed as a commodity, with the

implications of this commodification reverberating

throughout the system. This view promotes the idea

that educational services can be bought and sold,

thereby encouraging institutions to operate

competitively within an economically driven market

(Marginson, 2016). Such a paradigm shift

complicates the quest for equitable access to

education and deepens existing social class divides,

as access to IBS often correlates with socio-economic

status. As a result, these institutions become arenas of

social reproduction, where affluent families can

secure better educational opportunities for their

children, further entrenching social class disparities.

While much of the existing literature on Islamic

education has focused on normative and pedagogical

approaches, this study aims to shift the discourse

towards the sociological dimensions that impact

educational trends. By examining behavioral

patterns, social class dynamics, and the influence of

market forces, this research seeks to uncover how

these elements interplay to shape the segmentation of

boarding schools. Utilizing case studies from Padang

and Padang Panjang, the analysis will highlight the

ways in which neoliberal influences permeate the

practices of IBS, ultimately affecting the accessibility

and quality of Islamic education. This inquiry is

significant as it not only provides theoretical insights

into the effects of neoliberalism on Islamic education

but also offers practical analyses that illuminate the

multifaceted interactions between social class,

educational policy, and community values. By

mapping the contours of social class segmentation

within IBS, this study aims to contribute to a more

nuanced understanding of the contemporary

educational landscape in Indonesia and its

implications for social equity and justice.

2 RESEARCH METHOD

This study employs a qualitative research

methodology, utilizing techniques such as

observation, interviews, and document analysis, as

selected by the researcher. This methodological

approach facilitates a comparative analysis across

various informants involved in the implementation of

boarding schools, while also examining the reciprocal

relationships among the factors at play. Additionally,

the use of qualitative methods, including interviews

and document analysis, is deemed more suitable for

addressing the research questions, as it enables a

comprehensive description of the findings through

narrative forms, rather than through numerical data

(Flick, 2009).

2.1 Sample Size and Data Collection

Techniques

The research focuses on government institutions and

schools involved in the implementation of boarding

schools, with a purposive sampling strategy

employed to select the participants. A total of 20

participants were selected, including school

administrators, teachers, government officials, and

community leaders, based on their direct involvement

in the planning, execution, and oversight of Islamic

boarding schools (IBS). These individuals were

identified as key informants who could offer in-depth

insights into the processes and challenges associated

with the program. The sample size is considered

sufficient for qualitative research, allowing for a rich

understanding of the context, yet also manageable for

detailed analysis

2.2 Interview Process and Semi-

Structured Format

Given that this study focuses on government

institutions and schools, the individuals selected for

the interviews were chosen using purposive sampling,

driven by the rationale that they serve as

representatives of their respective institutions and

schools. Additionally, the interview process utilized a

semi-structured format, which included a set of

specific questions or topics to be explored, often

referred to as an interview guide

(Patton, 2022) Semi-

Exploring Social Class Segmentation in Islamic Boarding Schools (IBS): A Neoliberal Perspective from West Sumatra

635

structured interviews are particularly effective as they

allow for a guided yet flexible conversation, wherein

the researcher adheres to a structured set of prompts

while also leaving room for the interviewees to

elaborate on relevant subjects. This approach ensures

a deeper exploration of the topics while maintaining

a level of consistency across interviews. Furthermore,

the semi-structured format provides the researcher

with the flexibility to pose open-ended questions

about specific issues of interest, which may arise

during the interview (Saunders, 2004).

2.3 Document Analysis

To complement the data collected through interviews,

document analysis was also employed. This method

involved the collection and review of official

documents, including national policies, regional

regulations, municipal decrees (Perwako), school

curricula, and internal reports from the institutions

under study. A total of 15 documents were analyzed,

providing context and supporting evidence to

triangulate the interview findings. Document analysis

is essential for corroborating interview data and

offering a broader institutional perspective,

particularly on policy-level decisions that affect the

schools' operations and financial models.

2.4 Research Stages and Process

The research process is divided into four main stages:

a) initial investigation, b) design, c) construction, and

d) evaluation and revision. The first stage, initial

investigation, involves observation, followed by a

field survey and discussions with the research team.

The second stage, design, includes the development

of the interview format, the preparation of the

interview list, and the design of the questions to be

posed to the informants. The third stage, construction,

involves the data collection process, after which the

data is classified according to the research needs and

subsequently processed. The final stage, evaluation

and revision, involves the verification of the data and

testing its validity through triangulation. The results

obtained are then evaluated and revised in accordance

with the research objectives.

This mixed-method approach, incorporating

detailed participant demographics, a clear sampling

strategy, and rigorous data collection techniques,

enhances the study's transparency and replicability. It

also ensures that the research findings are robust,

well-supported, and reflective of the complex

dynamics that shape the implementation and

outcomes of Islamic boarding schools.

3 RESULT AND DISCUSSION

3.1 Neoliberal Context Dalam Islamic

Boarding Schools (IBS)

Islamic Boarding Schools (IBS), as a local Islamic

educational institution in Indonesia, has historically

been a cornerstone for the development of education

with an Islamic approach (J. Jamaluddin, 2015). The

evolution of Islamic education today necessitates that

IBS continuously adapt to remain relevant in

contemporary society. In recent years, IBS has

integrated with the concept of modern madrasahs,

now commonly referred to as Islamic Boarding

Schools (IBS). This shift reflects the efforts of IBS to

better align with market demands, offering greater

flexibility to meet parental expectations, and thereby

positioning themselves to compete within the

educational sector, rather than solely adhering to the

traditional educational ideologies that once defined

them. According to Kusnadi, IBS were once

characterized by an educational approach that placed

significant emphasis on religious values, which made

them resistant to change and less responsive to

contemporary developments, often described as

"outdated." However, over time, IBS has undergone

a process of transformation, adapting to societal

changes and incorporating responsive learning

practices that align with modern educational trends

(Kusnadi et al., 2017).

The advancement of Islamic Boarding Schools

(IBS) is closely linked to the school autonomy

policies introduced by the government. With the

privatization of education, IBS, as educational

institutions, are increasingly competing to maintain

their existence and attract parental interest. The

concept of privatization grants IBS the autonomy to

align with the needs and demands of the market.

When schools are treated as commodities subject to

market forces, elements of neoliberalism begin to

permeate the educational system. According to

Harvey, neoliberalism is an economic-political theory

that posits that societal welfare can be achieved by

providing individuals with entrepreneurial freedom

within an institutional framework characterized by

autonomy and a free market—an approach that, in

this context, applies to IBS (Salim et al., 2023). When

neoliberal principles are applied to education, this

results in the privatization of education, a shift in

government authority, and the emergence of a

generation influenced by neoliberal values. In the

educational sphere, numerous aspects can be

examined within a neoliberal framework, each shaped

by geographical conditions, cultural roles, and

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636

political policies. In simple terms, neoliberalism is an

ideology that emphasizes individualism and free

markets, which have significantly impacted

educational systems in the era of globalization

(Kusnadi et al., 2017).

Aravena and Quiroga characterize neoliberalism

as a flexible, multidimensional, and dynamic concept

(Aravena & Quiroga, 2016). This concept can be

applied to various fields, including education. The

key terms for understanding neoliberalism are

"freedom" and "markets (Aravena & Quiroga, 2016)

which are central components, albeit simplistic and

reductionist in their portrayal of neoliberalism. In the

context of education, multiple aspects can be

analyzed, each

influenced by geography, culture, and

the political context in which it is implemented (Hall

& Pulsford, 2019). However, the focus of this study

is the reconstruction of neoliberal thought within the

framework of market principles and autonomy; the

right of parents to choose "the best school for their

children"; and the role of market forces in a majority

Muslim society. The research was conducted across

three provinces in Indonesia. The findings indicate

that each IBS has a segmented market, primarily

consisting of the middle-class Muslim community.

This segmentation is based on the assumption that the

upper-middle class has lost trust in conventional

schools to provide a value-based education. Parental

concerns in this regard are justified, as their busy

lifestyles and evolving understanding of education

have fueled the demand for high-quality education. In

line with Sandra's research, which shows that Muslim

parents have a strong desire to enroll their children in

private schools that offer Islamic values, this provides

evidence that Islamic schools such as IBS serve as the

primary vehicle for educating the younger generation

(Syafe'i, 2017) Furthermore, IBS also emphasizes

providing quality education that meets the needs and

demands of the times. The shift in market interest

from conventional schools to IBS is also influenced

by the busy schedules of middle-class parents, which

has led to concerns over value-based education and

character development being entrusted to IBS. This is

supported by survey data showing that nearly 80% of

parents believe that the IBS curriculum meets their

expectations.

This hypothesis presents broader opportunities for

Islamic Boarding Schools (IBS) to explore market

segments and capitalize on the autonomy granted

through school privatization, allowing them to design

educational models that are perceived as solutions by

contemporary parents. With the autonomy afforded

by privatization, IBS enjoys considerable freedom in

developing educational offerings that align with the

preferences of the middle class. Naturally, parents

must pay for the diverse services provided by IBS,

which may include an inclusive curriculum,

exceptional facilities, a variety of extracurricular

activities, high-quality teachers, an attractive

boarding concept, exchange programs, and

international collaborations. Moreover, the autonomy

of IBS in redesigning school concepts extends to

aspects such as management, funding, and

operational implementation. In the context of

education, the influence of neoliberalism is evident in

the fundamental changes to how education is

regulated, funded, and delivered. This shift has led to

the corporatization of schools, involving partnerships

with other educational providers, such as foreign

institutions and private organizations, offering

programs such as exchange opportunities and the

adoption of foreign curricula. Indeed, corporatization

is particularly applicable to IBS, given that they

operate as private institutions with autonomy and are

not subject to specific government regulations.

3.2 Social Class Segmentation in

Islamic Boarding Schools (IBS): An

Analysis of Educational Dynamics

Although there is a perception that boarding schools

are more expensive compared to general educational

institutions, due to the higher quantity and quality of

education they offer beyond conventional systems,

recent trends show an increasing interest among the

public in enrolling their children in boarding schools

(Rakhtikawati, 2021). The existence of boarding

schools is closely tied to the prevailing mindset of the

Indonesian population, the majority of whom are

Muslim (Rakhtikawati, 2021). As educational

institutions that integrate community-based education

while nurturing both academic achievement and

character development, reputation becomes a crucial

factor influencing public trust and the long-term

sustainability of these schools. However, the

existence of boarding schools is not without

challenges, particularly as the influence of

neoliberalism spreads across various sectors of

society, including education. This shift has compelled

boarding schools to undergo a process of

reconceptualization in several areas, including the

curricula they offer.

In efforts to expand their market and

accommodate the growing number of applicants each

year, Islamic Boarding Schools (IBS) engage in clear

market segmentation. The provision of a relevant and

integrated curriculum is central to addressing

contemporary educational needs without

Exploring Social Class Segmentation in Islamic Boarding Schools (IBS): A Neoliberal Perspective from West Sumatra

637

compromising the core identity of the Islamic

boarding school. IBS integrates various curriculum

models in religious education, such as the Tahfidz and

Tahsin programs, which adhere to the standards of

Madinah and Egypt—global centers of Quran

memorization and recitation. Comparative studies of

IBS from various regions have shown that IBS also

combine religious education with subjects that

promote technological development, scientific

knowledge, and practical skills. This combination

enables IBS graduates to compete in the modern

world while maintaining their religious values. Such

a holistic curriculum enhances the adaptability and

relevance of IBS for parents and students seeking a

robust religious education, while also preparing them

for the challenges of a globalized society.

To implement effective market segmentation, IBS

considers several key factors, as outlined by

Camilleri: demographic, psychographic, and

psychological factors (Susiyani, 2017) (1)

Demographic Factors: Market orientation in this

context focuses on the physical and factual location

of the market. Although IBS are spread across various

regions of Indonesia, significant demographic

differences exist between prospective IBS students

from West Sumatra and those from other regions.

These differences are influenced by cultural, socio-

economic, and educational preferences unique to each

area. (2) Psychographic Factors: This segment

focuses on market analysis based on societal values,

including culture, interests, lifestyle, and personality

traits. Parents who choose IBS for their children are

often influenced by psychographic factors, such as

personal values, lifestyle choices, and religious

beliefs. Observations of IBS in West Sumatra and

other regions indicate that parents in these areas

prioritize raising children who are not only

academically proficient but also morally upright

“akhlakul karimah”. Furthermore, the Islamic

lifestyle within the family unit is a significant

motivating factor for parents to invest in IBS, even

though the cost of education at these institutions may

be higher. (3) Psychological Factors: Psychological

factors play a critical role in parental decision-

making, as many parents believe that the religiously

structured and disciplined environment at boarding

schools has a positive impact on their children’s

mental and emotional development. In this regard, it

is important to recognize that market demand is

influenced by the perceived benefits for both parents

and students. Observational data suggest that the

challenges of an unfavorable social environment,

particularly in terms of peer relationships, contribute

to parental concerns, thereby increasing their desire

for educational settings that foster both academic and

moral development.

In order to effectively understand and manage a

diverse market, it is essential for Boarding Schools to

consider the key factors that influence parental

decision-making when selecting education for their

children. According to the market segmentation

approach proposed by Camilleri, three primary

dimensions are crucial for analyzing market

segmentation: demographic, psychographic, and

psychological factors (Susiyani, 2017). These

dimensions provide valuable insight for Boarding

Schools to identify and address the needs and

expectations of parents and students from various

socio-cultural and economic backgrounds

3.3 Class Segmentation Based on

Demographics

The demographic aspect focuses on market

orientation based on the physical and factual

positioning of regions. Although Islamic Boarding

Schools (IBS) are spread across various regions in

Indonesia, there is a noticeable concentration of IBS

interest in certain areas, particularly in West Sumatra.

This regional distribution is significantly influenced

by demographic factors such as culture, socio-

economic status, and local educational preferences.

Research findings indicate that the selection of

schools in West Sumatra is primarily driven by the

desire to ensure religious and moral education for

children, which aligns with the local cultural context.

Therefore, despite the widespread presence of IBS

across Indonesia, demographic differences highlight

how local context and culture influence parental

decisions in selecting IBS. The study shows that the

community in West Sumatra, particularly parents

choosing IBS for their children, is largely influenced

by local cultural and socio-economic factors. Most

IBS applicants in West Sumatra come from areas with

a strong cultural foundation in religious values, such

as Pasaman Barat, Agam, Padang Pariaman, Pesisir

Selatan, and Sijunjung. In these regions, IBS are often

seen as an educational solution that prioritizes

religious and moral education in line with the values

upheld by the local community. This selection pattern

reflects a strong attachment to local culture, where

parents prefer educational institutions that not only

offer formal education but also instill solid religious

values in their children.

(Cohen-Zada & Elder, 2018) study highlights that

in regions with dominant religious communities,

parents' preference for sending their children to

Islamic Boarding Schools (IBS) is often driven by a

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638

desire to shield them from external values that may be

perceived as threatening or conflicting with local

cultural and religious norms. In Indonesia, many

regions, particularly in West Sumatra, West Java, and

other areas, have populations with high levels of

religiosity, where religion plays a key role in school

selection for children. In this context, demographic

factors, including religious communities, strong

cultural values, and socio-economic conditions, are

crucial to understanding the interest in IBS. Parents

in these areas choose IBS not only for the perceived

quality of education but also to ensure that their

children's education aligns with the religious and

moral values they uphold.

Figure 1: Demographic distribution of Islamic boarding

school students in West Sumatra.

Figure 2: Parents who are involved and not involved in

Islamic organizations.

3.4 Class Segmentation Based on

Psychographics

From a psychographic perspective, the choice of an

Islamic Boarding School (IBS) is primarily

influenced by the values, lifestyle, and cultural

practices inherent within the family. Both studies

found that parents tend to choose IBS based on shared

religious and cultural values they wish to pass on to

their children. For many families, the desire to raise

children who embody both Islamic morals and

intellectual capabilities serves as a primary

motivation. Additionally, this preference is supported

by the belief that IBS can provide an environment that

aligns with the Islamic principles held by the family.

This finding align (Pabundu & Ramadhana, 2023)

research, which suggests that the communication

patterns of parents in IBS are characterized by a

laissez-faire approach, where parents entrust their

children's educational issues to the institution, such as

a IBS.

Moreover, significant differences were found in

the psychographic factors influencing the selection of

IBS. In West Sumatra, the choice of IBS is strongly

driven by the region’s Minangkabau cultural values,

where religious education serves to preserve local

customs and maintain cultural identity. In contrast, in

other regions, the selection of IBS not only reinforces

religious values but also emphasizes competitive

education, preparing children to face the global

market . In both regions, the Islamic lifestyle is a

primary motivator; however, in West Sumatra, IBS

supports traditional norms, whereas in broader areas,

IBS tends to be more adaptable to urban lifestyles

(Tuzzahrah et al., 2016).

Figure 3: factors influencing the selection of Islamic

Boarding Schools.

Based on the questionnaire data distributed to

parents in West Sumatra, the primary factors

influencing the selection of an Islamic Boarding

School (IBS) are related to child development and the

quality of education as an investment for the child's

future. Parents in this region tend to prioritize

education that aligns with Islamic social norms and

ethics, as well as the Minangkabau culture, and prefer

educational environments that are structured,

religious, and free from the negative influences of

foreign cultures. IBS is viewed as an ideal choice

because it offers these qualities. These findings align

with (Lahmar, 2020) research, which emphasizes the

importance of developing Islamic wisdom to support

the holistic growth of students. Parents in West

Sumatra believe that a strong religious education

provides a solid foundation for their children's lives.

Thus, educational programs that are relevant to local

values and religious teachings represent a potential

market segment for IBS educational institutions

(Murliadi et al., 2022) Furthermore, other data

indicates that the key factors behind the choice of IBS

are centered around the child's well-being,

development, and the quality of education as an

investment by parents. As a result, school programs

Exploring Social Class Segmentation in Islamic Boarding Schools (IBS): A Neoliberal Perspective from West Sumatra

639

that are relevant to these concerns present a promising

market segment for educational foundations.

3.5 Class Segmentation Based on

Psychology

The findings of the study indicate that, in terms of

personality traits, parents in West Sumatra are more

conservative, which sets them apart from other

regions where the segmentation is focused on

education that fosters children's adaptability. In line

with this, research by (Simpson et al., 2022) explains

that the interaction between factors of privilege and

social class is identified as the primary motivation for

parents when selecting a boarding school for their

children. Despite these differences, both regions

share a common goal: to equip children with a

comprehensive Islamic education. The psychological

aspect highlights that the benefits to the mental and

character development of children are significant

considerations in the decision-making process.

Research by (Faizin, 2024) has revealed that the

formation of discipline in students is reflected in

various activities found in IBSand schools, which aim

to build children's character. This is evident through

the discipline exhibited in IBS, such as punctuality in

attending classes, performing prayers on time,

maintaining neat attire, participating in morning and

afternoon flag ceremonies, cleaning the environment,

and adhering to the established rules.

Based on observations, concerns regarding the

negative influences in adolescent social

environments, such as drug abuse, free relationships,

and juvenile delinquency, have led many parents in

West Sumatra to choose IBS as the preferred

educational institution for their children (Tuzzahrah

et al., 2016). Parents believe that the religious and

structured environment of IBS can cultivate

discipline, responsibility, and independence in their

children. The research data show that,

psychologically, 97% of the children expressed

willingness to enroll in IBS. With the specialized

curriculum and programs offered at IBS, parents feel

reassured and confident that their children are

receiving not only academic education but also strong

character development as preparation for their future.

According to a survey conducted in West Sumatra,

78% of parents believe the curriculum provided by

IBS meets their needs.

Figure 4: Psychological Readiness of Children to Enroll in

IBS.

Figure 5: The Curriculum and Facilities of IBS are very

Suitable according to Parents.

3.6 Comparison of Islamic Boarding

Schools and Public/Private Schools

in Indonesia

In Indonesia, Islamic Boarding Schools (IBS) differ

significantly from public and private schools in their

educational approach, curriculum, and overall

objectives. Public and private schools typically focus

on a standardized national curriculum emphasizing

academic subjects such as mathematics, science, and

language skills. In contrast, IBS integrate religious

education with secular knowledge, prioritizing

Islamic values and moral character development

alongside academic achievements. Public schools are

generally more accessible due to government

subsidies, while private schools often cater to middle-

to-upper-income families with more modern facilities

and diverse extracurricular programs. IBS, however,

offer a unique blend of affordability and holistic

education, often supported by community donations

and waqf systems, which allow them to cater to

students from various socio-economic backgrounds.

According to (Fadhilah & Samyuri, 2024) IBS play a

vital role in providing affordable education while

fostering religious and ethical growth, making them

particularly attractive to parents seeking both spiritual

and academic excellence for their children.

Furthermore, while public and private schools are

structured around a fixed daily schedule, IBS often

operate with a boarding system, providing 24/7

supervision and fostering a close-knit community.

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This immersive environment enhances character

building and self-discipline, aspects that are

sometimes less emphasized in public and private

schools (Pelz & Den Dulk, 2018).

3.7 Parents' Perspectives on Islamic

Boarding Schools (IBS)

Parents often view Islamic Boarding Schools (IBS) as

institutions that provide a holistic educational

environment combining academic knowledge with

strong religious and moral foundations. Many parents

value IBS for instilling discipline, self-control, and

ethical behavior in their children, which are essential

in shaping their character. Studies show that parents

appreciate how IBS emphasize religious education

alongside modern subjects, creating a balanced

approach to personal and academic development. For

example, a study by (Hasanah, 2021) highlights that

parents support the memorization of the Qur'an in

IBS, seeing it as an investment in their child's spiritual

and intellectual growth. Additionally, parents see IBS

as safe spaces for nurturing Islamic values in a

structured and child-friendly environment. The

emphasis on fostering good character, such as self-

discipline and respect, resonates with parents'

aspirations for their children's futures (Faidah et al.,

2024) Furthermore, the schools' ability to create a

sense of community and belonging is another critical

factor that appeals to many families, especially those

seeking moral and spiritual guidance for their

children

3.8 Islamic Boarding Schools:

Expanding Access for the Lower-

Middle Class

Islamic boarding schools play a critical role in

improving educational access for the lower-middle

class by implementing a multifaceted approach that

includes offering affordable tuition fees often

supported by community funding, government

subsidies, and waqf (Islamic endowments); providing

scholarships and financial aid programs targeted at

students from economically disadvantaged

backgrounds; integrating religious studies with

general education to deliver a comprehensive

curriculum that prepares students for both spiritual

growth and professional opportunities (Roqib, 2021);

establishing vocational training programs that equip

students with practical skills such as

entrepreneurship, agriculture, and craftsmanship to

enhance their economic independence; maintaining

inclusive admission policies that prioritize access

regardless of financial status; offering free or low-

cost boarding facilities that include accommodation,

meals, and daily guidance to reduce the overall cost

of education; and fostering moral and ethical

development through Islamic teachings to shape

disciplined and community-oriented individuals who

can contribute positively to society, all while

leveraging strong community engagement and donor

support to sustain their operations and expand their

reach to underserved populations (Yusuf et al., 2024).

3.9 Income Disparity among IBS

Parents

Income disparity among parents whose children

attend Islamic Boarding Schools (IBS) reflects

broader socio-economic divisions while highlighting

the schools’ significant role in bridging educational

gaps. Many IBS accommodate students from varied

income groups, including those from lower-income

families, by offering scholarships, financial aid, and

community support programs (Kusnadi et al., 2017b).

These initiatives are rooted in Islamic principles of

social justice and inclusivity, ensuring that education

remains accessible despite financial barriers.

Research shows that the cost structures of IBS often

include sliding scales or community-sponsored

funding to cater to families with limited resources.

For instance, modern pesantren (Islamic boarding

schools) often integrate vocational training, which

helps students contribute economically to their

communities after graduation, thereby indirectly

addressing income disparities over the long term

(Beti, 2023). Some institutions, like Husnul

Khotimah in Indonesia, emphasize leadership and

academic rigor while receiving endowments and

waqf support to sustain operations and alleviate

financial burdens on families.

However, challenges persist, particularly in fully

equalizing opportunities for students from all income

levels. Wealthier families often have the means to

afford additional resources, such as tutoring or

technology, which can affect overall academic

outcomes. Furthermore, geographic limitations and

the allocation of financial aid can exacerbate these

disparities. For example, students from rural or

remote areas may face additional barriers in accessing

quality education or support services, despite

financial aid programs. This underscores the need for

a deeper examination of the specific mechanisms that

perpetuate these disparities, such as how financial aid

is distributed and whether geographic location

impacts access to resources. Addressing these issues

Exploring Social Class Segmentation in Islamic Boarding Schools (IBS): A Neoliberal Perspective from West Sumatra

641

will require continued innovation in funding models,

equitable resource distribution, and a more nuanced

understanding of the structural factors that sustain

socio-economic gaps within IBS networks (Martin et

al., 2014). For a detailed study on economic impacts

and the role of IBS in social mobility, see works like

"Economic Empowerment of Boarding Schools" and

"Sustainable Islamic Boarding School Economic

Models (Yusuf et al., 2024).

3.10 Addressing Income Disparities in

Islamic Boarding Schools

To address income disparities in Islamic Boarding

Schools (IBS), comprehensive policies are needed to

promote inclusivity and equitable access for students

from diverse economic backgrounds. These policies

often focus on the following strategies: (1)

Government Support and Funding, Increased

allocation of state or regional budgets to subsidize

IBS operations can reduce tuition costs for lower-

income families. Programs such as "BOS Pesantren"

(School Operational Assistance for Islamic Boarding

Schools) in Indonesia have proven effective in

ensuring that disadvantaged students can attend IBS

without financial strain (Yusuf et al., 2024) . (2) Waqf

and Zakat Optimization, Leveraging Islamic financial

instruments like waqf (endowments) and zakat

(mandatory almsgiving) enables IBS to establish

sustainable scholarship programs. Studies by

(Fadhilah & Samyuri, 2024) highlight how these

mechanisms can bridge funding gaps and create long-

term resources for educational equity. (3) Scholarship

Programs, Targeted scholarships for underprivileged

students are critical. Research by (Beti, 2023)

emphasizes that well-structured scholarship schemes,

coupled with community contributions, enhance

accessibility and reduce economic disparities in IBS.

(4) Community-Based Initiatives, Collaborative

efforts involving local communities, NGOs, and

alumni associations can generate funding to support

students from low-income families. This approach

not only fosters solidarity but also strengthens the

socio-economic impact of IBS education (Muhith et

al., 2023) (5) Income-Generating Activities,

Encouraging IBS to develop vocational training and

entrepreneurial programs helps generate income that

can be reinvested into subsidies and financial aid for

students. For example, pesantren that run small

businesses or agricultural projects often use the

proceeds to support operational costs and reduce fees

for students in need (Yusuf et al., 2024).

4 CONCLUSIONS

The evolution of Islamic Boarding Schools (IBS) in

West Sumatra, Indonesia, highlighting their

transformation under the influence of neoliberal

trends. Historically, IBS focused on religious

education, character building, and Quran

memorization. However, they have adapted to

contemporary demands by integrating broader

competencies such as technological literacy, foreign

language proficiency, and industry-relevant skills,

preparing students for challenges in a globalized

world. Neoliberalism has significantly influenced

IBS, leading to their privatization and adoption of

market-driven strategies. This shift has granted them

greater autonomy but has also resulted in the

commodification of education. As a consequence,

access to IBS is increasingly stratified, favoring

middle-to-upper-class families due to rising tuition

fees. The segmentation of IBS based on social class

is evident through various factors. Demographically,

cultural, regional, and socio-economic contexts shape

parental choices. Psychographically, parents are

drawn to IBS that align with their religious and

cultural values, emphasizing the preservation of

Islamic principles within their families.

Psychologically, many parents choose IBS to shield

their children from negative societal influences and to

provide a structured, moral-focused environment.

Despite being perceived as costlier than public

schools, IBS remain attractive to families due to their

holistic educational approach, blending religious and

secular studies. To address disparities and support

lower-income families, IBS implement measures

such as scholarships, community funding, and waqf-

based programs. These initiatives demonstrate their

commitment to inclusivity and social equity.

In conclusion, IBS in West Sumatra exemplify the

intersection of education, market forces, and societal

values in a neoliberal context. They continue to

uphold traditional Islamic principles while adapting

to modern educational requirements, effectively

catering to diverse socio-economic groups and

fostering character development alongside academic

achievement.

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