Religious identity formation and urban Islamic sociability through learning motivation and social cohesion in Majelis Taklim in Indonesia

Abstract Objectives This study looks at how Islamic study groups, or Majelis Taklim, help Muslim communities all around Indonesia develop their religious identities and social cohesiveness. Although Islamic education and religiosity have been the subject of previous research, the majority of these studies have concentrated on formal schools or specific geographic areas, leaving gaps in our knowledge of the sociocultural processes of identity construction on a larger scale. up order to fill up these gaps, this study combines qualitative interviews with data from a nationwide survey, offering a comprehensive and in-depth analysis. Method A mixed-methods approach was used, combining 25 in-depth interviews to capture contextual nuances with a quantitative survey of 350 individuals from various Indonesian regions. Demographics, perceived social cohesiveness, and religiosity factors (ritual practice, religious knowledge, and learning motivation) were among the survey’s measures. Qualitative data were coded thematically to give explanatory context, and statistical analyses used linear regression to investigate the links among social cohesion, learning motivation, and religious aspects. Findings and results The findings show that stronger religious identification (β = 0.48, p < 0.001) and more perceived social cohesion (β = 0.36, p < 0.01) are strongly correlated with higher learning motivation within Majelis Taklim. Additionally, ritual practice shows a minor but favorable impact on social cohesion (β = 0.22, p < 0.05). Qualitative results show that study groups support community involvement, moral instruction, and peer learning, strengthening individual identity and group cohesiveness in a variety of cultural and geographic situations. Conclusion These results, which provide actual data from a nationwide sample, show that informal Islamic study groups significantly contribute to the construction of religious identities and social cohesion outside of formal schooling. The study highlights the significance of contextual and culturally aware techniques by offering a comprehensive view of the interactions between learning motivation and religious factors with social dynamics. By fusing quantitative precision with qualitative nuance, this study adds to the body of knowledge and provides insights that are pertinent to academics, educators, and policymakers who are interested in faith-based education and community development in Indonesia.