TEORI DRAMATURGI (MANAJEMEN KESAN DALAM PERAN GURU DAN SANTRI) DAN TEORI GLOBALISASI

Abstract

This paper examines the dynamics of Islamic Religious Education (PAI) by integrating dramaturgical theory and globalization theory to understand the changing roles of teachers and students (santri) in contemporary educational contexts. Education is approached as a social interaction arena in which teachers and santri act as social actors who continuously manage impressions through roles, symbols, and patterns of interaction. Drawing on Erving Goffman’s dramaturgical perspective, the study analyzes how impression management operates within classroom practices, pesantren traditions, and everyday educational interactions, highlighting the concepts of front stage, back stage, roles, and self-presentation in Islamic education. Furthermore, the paper explores globalization as a macro-social process that significantly influences Islamic education through cultural flows, digitalization, and the transformation of knowledge authority. By referring to key globalization theorists such as Anthony Giddens, Roland Robertson, and Manuel Castells, this study explains how global interconnectedness reshapes learning patterns, communication styles, and the professional expectations of Islamic education teachers. Globalization presents both opportunities and challenges, particularly in maintaining moral authority, professionalism, and religious authenticity in an increasingly digital and open public sphere. The integration of dramaturgical and globalization theories reveals that digital media functions as a new “front stage” in Islamic education, where teachers and santri construct and negotiate their religious identities. This condition demands consistency between public and personal roles, as well as the reinforcement of ethical values, sincerity, and integrity. The paper concludes that Islamic Religious Education must adopt adaptive pedagogical strategies that engage with global developments while remaining firmly grounded in Islamic values, ethics, and spiritual principles. Through a critical application of social theories, this study contributes to a deeper understanding of the social dimensions of Islamic education in the era of globalization.