MODAL KULTURAL DAN KELESTARIAN KELAS: DIALEKTIKA PENDIDIKAN DASAR DALAM PERSPEKTIF BOURDIEU DI BANYUMAS

Abstrak

This study aims to deconstruct the narrative of the neutrality of basic education through an analysis of
Pierre Bourdieu's social reproduction at Muhammadiyah Elementary School in Banyumas. Although educational institutions are often positioned as catalysts for vertical mobility, empirical reality
demonstrates a determination to preserve hierarchies of power through the accumulation of cultural
capital. Using a qualitative paradigm with a phenomenological-interpretive design, this study dissects
the dialectic between habitus, capital, and field. Data were collected through participant observation,
examination of institutional documents such as curricula and character development journals, and
systematic literature synthesis. The results reveal that Muhammadiyah Elementary School in Banyumas
operates as an arena of symbolic contestation where prestigious programs such as the English Class
Program (ECP) and the Tajdied method serve as standards of dominant cultural capital. The findings
suggest that the institution facilitates the accumulation of cultural capital in a structured manner
through the internalization of religious habitus, the objectification of digital capital, and
institutionalized symbolic legitimacy. However, this process simultaneously perpetuates symbolic
violence and hysteresis effects for students with marginal cultural capital. This study fills a research gap
regarding the dynamics of social reproduction in private, faith-based institutions at the district level. In
conclusion, educational administration requires a policy reorientation that recognizes disparities in
initial cultural capital to mitigate systemic marginalization. A transformation toward emancipatory
education is necessary to restore schools to their role as agents of inclusive social transformation, not
merely instruments of class perpetuation for certain elite groups.