TikTok Live as an Emotional Bridge in Islamic Boarding School: A Hermeneutic Study of Parental Longing and Institutional Adaptation
DOI:
https://doi.org/10.58988/jab.v6i1.658Keywords:
Hermeneutic Approach, Islamic Boarding School, Islamic Education, Parental Longing, TikTok LiveAbstract
This study addresses a critical gap in existing research on Islamic education and digital media by examining how TikTok Live functions as an emotional bridge between parents and students in Islamic Boarding School. A hermeneutic qualitative single-case study was conducted at Islamic Boarding School PPATQ RF in Central Java, drawing on in-depth interviews with parents, teachers, and leaders, participant observations across twelve TikTok Live sessions, and document analysis. The theoretical framework integrates Gadamer’s hermeneutics of understanding, Ricoeur’s concept of narrative identity, and Turkle’s notion of mediated intimacy to interpret how meanings of care, modesty, and visibility are negotiated in digital religious settings. Findings indicate that TikTok Live enables symbolic co-presence that mitigates parental anxiety and enhances emotional connectedness. However, it also generates ambivalent experiences for students combining motivation and pride with embarrassment and performance pressure and provokes institutional tensions related to privacy, cultural resistance, and ethical legitimacy. The study contributes to the scholarship on digital religion and Islamic pedagogy by conceptualizing TikTok Live not merely as a technical tool but as a hermeneutic practice that reconfigures parental attachment, student identity, and Islamic Boarding School authority. Policy implications emphasize ethical governance through privacy protection, consent protocols, operator training, and digital literacy aligned with Islamic values.
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