The Contribution of PRIM Qassim in Strengthening Muhammadiyah Ideology for Indonesian Diaspora Students in Saudi Arabia

Ghazy Ahmad Filando; Nur Farid Khoiruddin; Marsekal Rahman Hakiem; Sayyid Sayyaf; Mirza Auliaur Rahman; Muh Adam Haqiqi

doi:10.26555/ijish.v9i1.15832

Authors

Ghazy Ahmad Filando Faculty of Languages and Humanities, Qassim University, Qassim, Saudia Arabia
Nur Farid Khoiruddin Faculty of Education, Qassim University, Qassim, Saudi Arabia
Marsekal Rahman Hakiem Faculty of Digital Business, Universitas Madani, Yogyakarta, Indonesia
Sayyid Sayyaf Faculty of Architecture and Planning, Qassim University, Qassim, Saudia Arabia
Mirza Auliaur Rahman Faculty of Sharia and Islamic Studies, Qassim University, Qassim, Saudia Arabia
Muh Adam Haqiqi Faculty of Sharia and Islamic Studies, Qassim University, Qassim, Saudia Arabia

DOI:

https://doi.org/10.26555/ijish.v9i1.15832

Keywords:

Muhammadiyah ideology, Indonesian Muslim diaspora, Transnational Islamic education, Religious identity, Progressive Islam

Abstract

This study investigates the contribution of the Pimpinan Ranting Istimewa Muhammadiyah (PRIM) Qassim in strengthening Muhammadiyah ideology for Indonesian diaspora students in Saudi Arabia. It aims to explore how ideological values are internalized, practiced, and sustained within a transnational academic and socio-religious environment. Adopting a qualitative descriptive approach with a case study design, this research was conducted at Qassim University, Saudi Arabia. Data were collected through semi-structured interviews, participant observation, and document analysis involving Indonesian students actively engaged in PRIM Qassim. Participants were selected using purposive and snowball sampling techniques. Data analysis followed an interactive thematic model comprising data reduction, data display, and analytical verification to ensure rigor and credibility. The findings demonstrate that PRIM Qassim functions as a strategic ideological agent by facilitating systematic cadre development through Islamic study circles, halaqah, scientific discussions, and value-oriented social interactions. Muhammadiyah ideology is not transmitted as a rigid doctrine but is lived as a dynamic praxis that integrates faith, intellectual engagement, and social responsibility. This process significantly contributes to the formation of progressive Islamic identity, ideological resilience, and moral integrity among Indonesian students in the diaspora context. This study offers original empirical evidence on the micro-level dynamics of Muhammadiyah ideological transmission in a transnational setting. It enriches scholarly discourse on Islamic movements, diaspora studies, and transnational religious education, while providing practical insights for strengthening Muhammadiyah global cadre development strategies.

References

Abdullah, M. A. (2024). The Manhaj of Muhammadiyah Progressive Islam: Theological, Philosophical, and Ethical Perspectives. Progresiva : Jurnal Pemikiran Dan Pendidikan Islam, 13(02), 165–180. https://doi.org/10.22219/progresiva.v13i02.33887

Alasmari, A. A. (2023). Challenges and social adaptation of international students in Saudi Arabia. Heliyon, 9(5), e16283. https://doi.org/10.1016/j.heliyon.2023.e16283

Arifin, S., Umiarso, U., Muthohirin, N., & Fuad, A. N. (2024). The dimensions of leadership and ideology in strengthening and institutionalizing religious moderation in Muhammadiyah. Legality : Jurnal Ilmiah Hukum, 33(1), 69–92. https://doi.org/10.22219/ljih.v33i1.37219

Bansil, A. E. (2024). Lived Experiences of Islamic Studies and Arabic Languages (ISAL) Teachers in Public School Education: A Qualitative Study. Southeast Asian Journal of Multidisciplinary Studies, 4(1).

Budiman, M., Sriyono, Al Farisi, S., & Utsany, R. (2025). Muhammadiyah’s Contribution to Shaping Progressive Islam in the Nusantara and Contemporary World. NuMAS: The Journal of Nusantara Malay Archipelago Scholars, 1(1), 15–32. https://doi.org/10.63088/numasv1i17

Doğan, G. (2024). Unveiling the Educational Pathways and Identity Narrations: An Ethnographic Case Study of Syrian Refugees in Turkish Higher Education. Middle East Technical University.

Ellemers, N., & De Gilder, D. (2022). Social Identity at Work. In N. Ellemers & D. De Gilder, The Moral Organization (pp. 39–75). Springer International Publishing. https://doi.org/10.1007/978-3-030-84175-1_2

Fyroza Mustika Akhlis. (2024). Ideologi Muhammadiyah. Jurnal Manajemen Dan Pendidikan Agama Islam, 2(5), 43–48. https://doi.org/10.61132/jmpai.v2i5.483

Haki, U., Nurhakim, Moh., & Amin, S. (2024). Strengthening Muhammadiyah’s Global Influence: Challenges and Strategic Recommendations for Promoting Moderate Islamic Values. AMCA Journal of Community Development, 4(2), 68–75. https://doi.org/10.51773/ajcd.v4i2.374

Hidayah, N., Faridi, F., & Hikmatulloh, H. (2025). Muhammadiyah’s Religious Ideology and the Challenges of Transnationalism in Islamic Religious Education in Indonesia. Akhlak : Jurnal Pendidikan Agama Islam Dan Filsafat, 2(3). https://doi.org/10.61132/akhlak.v2i3.1030

Hussin, M. Y. M., Muhammad, F., Razak, A. A., & Awang, S. A. (2024). Islamic Religious School as An Alternative Education Institution in the Global Era: A Bibliometric and Thematic Analysis. International Journal of Learning, Teaching and Educational Research, 23(9), 560–591. https://doi.org/10.26803/ijlter.23.9.28

Ifashabayo, B., Sukmana, O., & Asrul, N. M. (2025). Muhammadiyah’s Islamic philosophy in shaping the experiences of international students (a case study of the international students at the University of Muhammadiyah Malang). The International Journal of Politics and Sociology Research, 12(4). https://doi.org/10.35335/ijopsor.v12i4.278

Indah, N. (2024). Utilizing The Potential of The Muslim Diaspora to Strengthen Islamic Education. ICEM (International Conference on Educational Management), 2(2). https://ejournal.uimsya.ac.id/index.php/picem/article/view/3750

Jauhari, M. A. (2024). Finding Their Voices: EFL Trainee Teachers Doing English Teaching Practicum In An International Community Services Program In An Islamic Boarding School In Malaysia. University of Islam Malang.

Kurniawan, B. D., Efendi, D., Mahadika, A., Pahlevi, M. E. T., & Amrurobbi, A. A. (2023). Muhammadiyah and Religious Moderation: Response to Actions of Muhammadiyah to Prevent Modern Radicalism (Case Study of Leadership Period 2015 – 2021). Sociología y Tecnociencia, 13(1), 102–126. https://doi.org/10.24197/st.1.2023.102-126

Lim, W. M. (2025). What Is Qualitative Research? An Overview and Guidelines. Australasian Marketing Journal, 33(2), 199–229. https://doi.org/10.1177/14413582241264619

Moewashi Idharoel Haq, A. (2024). Implementation of the Concept of Progressive Islamic Education in Muhammadiyah and Its Challenges in the Age of Social Media. Progresiva : Jurnal Pemikiran Dan Pendidikan Islam, 13(01), 145–164. https://doi.org/10.22219/progresiva.v13i01.33207

Muhammad, K., Bashori, A. H., Alisha, M. N., & Chamankhah, L. (2025). The Contribution of the Muslim Diaspora in the Development of Transnational Madrasas:The Indonesia-Middle East Islamic Education Network. Al-Dirasah: Jurnal Pendidikan Islam, 1(2), 11–20. https://doi.org/10.47731/aldirasah.v1n2.2025.2

Musahadi, M., & Junaidi, A. A. (2024). Becoming Europeanized Muslims: Religious Identity Formation among Millennials in the Indonesian Muslim Diaspora in the Netherlands. Journal of Muslims in Europe, 13(2), 193–214. https://doi.org/10.1163/22117954-bja10092

Mustakim, Khozin, Muh Ahnaf Aqil, Faisal, & Ngatmin Abbas. (2025). The role of the muhammadiyah diaspora in global islamic education and the dissemination of progressive islam. Amorti: Jurnal Studi Islam Interdisipliner, 174–182. https://doi.org/10.59944/amorti.v4i4.485

Muttaqien, A. I., & Surwandono, S. (2024). Comparative Analysis of Gulen Movement and Muhammadiyah: Their Internationalization Strategies and Integration with Governmental Systems. Jurnal Hubungan Internasional, 13(1), 31–46. https://doi.org/10.18196/jhi.v13i1.17998

Nuruzzaman, M. A., Ummah, I. I., & Faizah, N. (2025). The Existence of Islamic Student Organizations: How Student Organizations of Nahdlatul Ulama and Muhammadiyah Respond to the Challenges of the 21st Century. An-Nur: Jurnal Studi Islam, 17(1). https://doi.org/10.37252/annur.v17i1.1480

Nuryami, N., Nurhakim, M., & Amien, S. (2024). Strategy for Strengthening Muhammadiyah Ideology and Doctrine. JIE (Journal of Islamic Education), 9(2), 734–753. https://doi.org/10.52615/jie.v9i2.432

Phillips, M. J. (2023). Towards a social constructionist, criticalist, Foucauldian-informed qualitative research approach: Opportunities and challenges. SN Social Sciences, 3(10), 175. https://doi.org/10.1007/s43545-023-00774-9

Schlunegger, M. C., Zumstein-Shaha, M., & Palm, R. (2024). Methodologic and Data-Analysis Triangulation in Case Studies: A Scoping Review. Western Journal of Nursing Research, 46(8), 611–622. https://doi.org/10.1177/01939459241263011

Tiryaki, S. (2022). A case study on Syrian forced migrant adolescents’ acculturation strategies and identity perceptions in a Turkish educational context [Middle East Technical University]. https://hdl.handle.net/11511/98172

Utari, U., Soraya, S., & Wulandari, Y. (2024). The gradual Islamisation of teacher education: Current trends and future implications in global inclusive education policy. Journal on Islamic Studies, 1(1), 1–16. https://doi.org/10.35335/zhpdm826