MUHAMMADIYAH.OR.ID, YOGYAKARTA – Chairperson of Muhammadiyah Irwan Akib stated that Ahmad Dahlan established a school not only to bridge traditional and modern education but also to bring together two divided groups: mutihan and abangan.
Irwan explained that Muhammadiyah educational system embodies a balanced approach.
According to Irwan, Ahmad Dahlan was dissatisfied with both colonial schools, which promoted secularism, and traditional Islamic boarding schools which resisted modernization. His schools were designed to merge religious and general education.
Another motivation for Dahlan’s efforts was the divide between mutihan and abangan Muslims, which often led to social tensions. Citing Kiai Sudja, Irwan described mutihan as devout Muslims who followed core Islamic practices such as shahadah, prayer, zakat, fasting, and hajj, but who often disregarded cultural traditions and social etiquette.
“As a result, their behavior could appear rigid, awkward, and even dismissive toward the abangan,” said Irwan in a press release on Thursday, March 27.
Meanwhile, abangan Muslims saw mutihan as lacking manners and worldly knowledge. They believed that mutihan only learned religious prayers for rituals like selametan and kenduri and had little understanding of broader societal norms.
To bridge this gap, Dahlan’s school combined religious teachings with modern education. This allowed mutihan students to expand their knowledge without compromising their faith, while abangan students gained religious understanding alongside general education.
Kiai Sudja once noted that this approach helped both groups grow together. The mutihan retained their religious values while gaining practical knowledge, and the abangan deepened their understanding of Islam while continuing to pursue secular learning. This balance, he believed, created a more united and progressive society.
