ADAPTATION STRATEGIES OF NON-MUSLIM STUDENTS TO ISLAMIC-BASED SOCIAL NORMS IN THE ACADEMIC ENVIRONMENT OF UIN SUMATERA UTARA, MEDAN TUNTUNGAN

Abstract

This study examines the adaptation strategies of non-Muslim students regarding Islamic-based social norms within the academic environment of the State Islamic University (UIN) of North Sumatra Medan, Tuntungan Campus. The research is motivated by the presence of Christian, Catholic, and Buddhist students in a higher education setting that possesses an Islamic institutional identity and displays various Islamic symbols and social norms in daily life. The study employs a qualitative approach using an instrumental case study design. The research focuses on non-Muslim students' experiences in navigating Islamic-based social norms, their adaptation and identity negotiation strategies, and the potential emergence of stigma and symbolic pressure. Preliminary findings—derived from research sources, existing literature, and institutional information from UIN North Sumatra—indicate that non-Muslim students tend to adapt by adjusting their behavior, respecting environmental norms, building social relationships with Muslim students, and maintaining their respective religious identities. The findings also reveal differences between initial adaptation experiences and those occurring after students have established more intensive social interactions. Apprehension regarding the Islamic environment tends to diminish as students gain firsthand experience of open and tolerant social relations on campus. From John W. Berry's perspective, this tendency can be interpreted as an integration strategy, as students maintain their original identities while simultaneously building positive relationships with the majority group. Meanwhile, the perspectives of Bourdieu, Goffman, and Foucault help explain how norms, stigma, impression management, and social surveillance influence students' adaptive behaviors. This study demonstrates that the adaptation of non-Muslim students is not merely a process of individual adjustment but also the result of interactions between identity, social norms, majority-minority relations, and the openness of the academic environment