scholarly journals PENDIDIKAN AGAMA ISLAM DALAM KEBUDAYAAN MASYARAKAT KALANG

At-Taqaddum ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. 327
Author(s):  
Abdul Kholiq
Keyword(s):  
Cultural Identity ◽  
Cultural Values ◽  
Belief System ◽  
Islamic Education ◽  
Value System ◽  
Identity Based ◽  
Cultural Entity

<em>Kalang is one of sub-ethnic Javanese, that’s different to Java culturally. This study to explain about the function of islamic education as a cultural strategy for Kalang's society; and its adaptation its effect Islam values are entered. As cultural entity, Kalang's community build cultural identity based on cultural values inherited from ancestors. Kalang’s belief system has a theological religion historical ancient Javanese (Kapitayan). This belief bears the ritual Kalang as ‘gegalungan’, ‘ewuhan’ and ‘obong’. Through Islamic education, children’s of Kalang can recognize the values of Islam. Consequence of meets it cultural values that variably, there are three possibilities occur, as response of Kalang's person to that new values, which is first; the old value system won, or the new value system won, or third occurance of compromise.</em>

scholarly journals ASIMILASI ISLAM DENGAN BUDAYA LOKAL DI NUSANTARA

1970 ◽  
Vol 18 (1) ◽  
pp. 35-44
Author(s):  
Ahmad Mukhlishin ◽  
Muhammad Jamil ◽  
Aprezo Pardodi Maba
Keyword(s):  
Cultural Values ◽  
Human Behavior ◽  
Belief System ◽  
Local Culture ◽  
Religious Values ◽  
Value System ◽  
Daily Lives ◽  
A Value ◽  
Great Possibility ◽  
The Right

Islam as a religion that is present in all tribes in the archipelago as a value system that integrates with the local culture, so this is often seen by people outside the tribe with Islam Minangkabau, Javanese Islam, and so on. The accumulation of cultures with various intercourses called multiculturalism. But the great possibility both can play an important role in shaping a new culture, because there is a dialogue between the orders of religious values ​​that become the idealism of a religion with local cultural values. As a system of knowledge, religion is a belief system that is full of moral teachings and guidance of life must be studied, examined and then practiced by man in his life. In this case religion provides clues about the "good and bad that are inappropriate and inappropriate" and the "right and inappropriate". Religious values ​​can form and develop human behavior in their daily lives. It is therefore not difficult to understand that having a common symbol is the most effective way to strengthen unity among religious followers. This is because the meaning of these symbols deviates far from the intellectual definitions so that the symbol's ability to unite is greater, whereas the intellectual definition causes division. Symbols can be shared because they are based on feelings that are not formulated too tightly. That is why Islam has historically come to various parts of the archipelago with a relatively peaceful atmosphere with almost no tension and conflict. Islam can easily be accepted by society as a religion that brings peace, even though at that time people have been religious and have their own belief in animism, dynamism, Hinduism and Buddhism. The spread of Islam causes the emergence of Islamic patterns and variants that have uniqueness and uniqueness. It must be realized that the existence of Islam in Indonesia is never single.

Pondok Pesantren Sebagai Lembaga Pendidikan Alternatif

KUTTAB ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 50-57
Author(s):  
Salman Zahidi
Keyword(s):  
Cultural Identity ◽  
Boarding Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Learning Models ◽  
Literature Study ◽  
Exploratory Approach ◽  
The Times ◽  
Modern Era

Ali Bin Abi Talib once said that children should be educated in accordance with the  development of the times. The Ali bin Abi Talib’s statement could be considered as his attention more to the development of human civilization. For that reason, there should be studies focused on the role of educational institutions in facing the challenges of the times. On this stand, the writer raises the existence of pesantren (Islamic boarding schools) for being considered to have been able to survive amid the onslaught of civilization increasingly obscuring cultural identity. In addition, this study also aims to identify and discuss the role of pesantren in the modern era. This is a literature study using a descriptive and exploratory approach. It can be concluded that pesantren are non-formal Islamic educational institutions. Pesantren have permanent and distictive methods and learning models. The purpose of pesantren education is the same as Islamic education in general, instilling a sense of virtue, familiarizing themselves with courtesy, preparing for a holy, sincere and honest life entirely. Pesantren could be seen from three aspects: (a) pesantren that are seen from facilities and infrastructures, (b) pesantren that are seen from disciplines taught, and (c) pesantren that are seen from the fields of knowledge.

ICT Differences in Islamic Education

2017 ◽  
Vol 3 ◽  
Author(s):  
Glenn Hardaker
Keyword(s):  
Cultural Identity ◽  
Religious Identity ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Islamic Schools ◽  
Inclusive Approach ◽  
Characteristic Features ◽  
And Gender ◽  
Islamic Faith ◽  
Defined Culture

The aim of this paper is to explore the ICT differences in access and use by Muslim in Islamic faith schools, and ICTs’ perceived influence on learning. Our research explores ICT differences in the context of Muslim learners and it is distinctive in adopting the premise that there is a unity in Muslim cultural identity that increasingly transcends ethnicity and gender. As a proxy for our research, we use an Islamic understanding of cultural identity. We defined culture as the deeper level of basic assumptions and beliefs that are shared, operate unconsciously , and that define, in an intuitive way, our selves and the environment. This shares an affinity with an Islamic understanding of humanity and the environment, which is represented by three interrelated dimensions of Fitrah (human nature), khilāfah (vicegerent) and Dīn (religion). These dimensions demonstrate that the teachings of the Qur’ān are integral to cultural and religious identity. It is suggested that the impetus for learning is based on the realisation that pedagogy requires an appreciation by pupils that knowledge is derived from a teacher and experiences. The realisation is of particular importance in the field of Islamic education. The concept of revealed and acquired knowledge being equally accepted in Islamic schools for teaching and learning and this shapes, in turn, cultural identity that may influence ICT difference in access and use. This paper provides an overview of the characteristic features of ICT access, use and difference in the context of Islamic schools. We conclude with some tentative suggestions to support an inclusive approach towards ICT provision.

scholarly journals The Border-Crossing Women

2021 ◽  
Vol 4 (1) ◽  
pp. 57-77
Author(s):  
Suryaningsi Mila
Keyword(s):  
Cultural Identity ◽  
Cultural Values ◽  
Religious Identity ◽  
Border Crossing ◽  
Cultural Hybridity ◽  
Christian Women ◽  
Group Discussions ◽  
The Bible ◽  
Kinship Ties ◽  
The Village

This paper examines the application of cross-textual reading on the story of women around Moses in the Qur'an and the Bible by grassroots Muslim and Christian women in the village of Wendewa Utara, Central Sumba. Due to the involvement of women, then I apply the feminist approach to analyze the dynamics of cross-textual reading. During several focus group discussions, cross-textual reading was run smoothly because the participants are bound by kinship ties. They are also rooted in Sumbanese cultural values that reflect Marapu religious values. In other words, Muslim and Christian women are living in a context of socio-religious-cultural hybridity in which their religious identity intermingles with their cultural identity. For this reason, this paper describes a project bringing these women into another space of dialogue through cross-textual reading. In the cross-textual reading, both grassroots Muslim and Christian women are crossing their religious borders by finding resonant commonalities between the two texts, as they explore the affirmative, enriched, and irreconcilable difference as well. Cross-textual reading is a new adventure for both Muslim and Christian women in Wendewa Utara.  The participants were enthusiastic because the material readings encourage them to share their problems, joys, hopes, and dreams. By reflecting on the struggle of women around Moses, the participants are committed to supporting one another in their daily life. Accordingly, this model of reading creates a safe space for grassroots Muslim and Christian women to learn from one another for mutual enrichment.  

scholarly journals PENDIDIKAN ISLAM DAN KERUKUNAN: Sebuah Refleksi terhadap Konflik antar Pemeluk Agama di Indonesia

2018 ◽  
Vol 8 (2) ◽  
pp. 217
Author(s):  
Moch. Sony Fauzi
Keyword(s):  
Cultural Values ◽  
Life Style ◽  
Human Life ◽  
Islamic Education ◽  
Religious Communities ◽  
Learning And Adaptation ◽  
Religious Concept ◽  
The Universe ◽  
Education Process

<p>Education is a process of individual continuously learning and adaptation to the cultural values and social ideals. Education is a comprehensive process including all the aspects of life to prepare them to be able to face all the challenges. Considering the definition, we will see how dominant the aspects of human life style management in order to be in accordance with the universe are. An education process is expected to produce tolerance, egalitarianism, and skills to actualize one's self in the constellation of human life dynamics. It is also expected to produce peace and harmony as a part of ideal community with the educated people as the members. It means that the education process is considered failed if it produces totalitarian cannibalism that can easily arouse conflicts among people. Therefore, the understanding of an ideal Islamic education that is accommodative to the values of plurality and brotherhood among people should emerge. Finally, the values can be the source of aspiration in rearranging the religious concept of this nation to regain the peace that has once been disappeared because of the conflict among the religious communities, through education</p><p> </p><p>Pendidikan adalah proses individu yang terus belajar dan beradaptasi dengan nilai budaya dan cita-cita sosial. Pendidikan adalah proses yang komprehensif termasuk semua aspek kehidupan untuk mempersiapkan mereka untuk dapat menghadapi semua tantangan. Dengan mempertimbangkan definisinya, kita akan melihat betapa dominannya aspek manajemen gaya hidup manusia agar sesuai dengan alam semesta tersebut. Proses pendidikan diharapkan bisa menghasilkan toleransi, egalitarianisme, dan keterampilan untuk mengaktualisasikan diri seseorang dalam konvergensi dinamika kehidupan manusia. Hal ini juga diharapkan dapat menghasilkan kedamaian dan harmoni sebagai bagian dari komunitas ideal dengan orang-orang terpelajar sebagai anggotanya. Artinya, proses pendidikan dianggap gagal jika menghasilkan kanibalisme totaliter yang bisa dengan mudah menimbulkan konflik antar manusia. Oleh karena itu, pemahaman tentang pendidikan Islam ideal yang akomodatif terhadap nilai pluralitas dan persaudaraan antarmanusia diharapkan muncul. Akhirnya, nilai-nilai bisa menjadi sumber aspirasi dalam menata ulang konsep religius bangsa ini untuk mendapatkan kembali kedamaian yang dulunya lenyap karena konflik antar umat beragama, melalui pendidikan.</p>

scholarly journals Birokrasi, Perilaku dan Budaya Organisasi dalam Lembaga Pendidikan Islam Roudlotul Athfal UIN Sunan Kalijaga Yogyakarta

2017 ◽  
Vol 2 (2) ◽  
pp. 271-286
Author(s):  
Djunawir Syafar
Keyword(s):  
Cultural Identity ◽  
Social Interactions ◽  
Islamic Education ◽  
Educational Institutions ◽  
Social Changes ◽  
Mutual Respect ◽  
Organizational Behaviour ◽  
Depth Interview ◽  
Organisational Behaviour ◽  
Islamic Values

This research discusses bureaucracy and organizational behaviour and culture in Islamic education institute i.e., Roudlotul Athfal UIN Sunan Kalijaga Yogyakarta. This research aims to study the implementation of institutional bureaucracy and to build organisational behaviour and culture. This is a qualitative research applying three methods of data collection, namely: (1) observation, (2) in-depth interview, (3) emphasizing the value of dialogue ​​(small colloquium, discussion or sharing), (2) Integrating Islamic values ​​to build organizational behaviour such as honesty, discipline and mutual respect. (3) Cultural acculturation as part of the organizational cultural identity, such as maintaining the grassroots culture including how to behave, how to communicate in certain language and other social interactions. These aspects ​​turn into the basic values of institutional bureaucracy in facing various challenges, social changes as well as competition among numerous Islamic educational institutions.

scholarly journals The Role Of Ethno-Confessional Leaders In The Political Life Of Society

2021 ◽  
Vol 03 (01) ◽  
pp. 364-373
Author(s):  
Khurshid A. Mirzakhmedov ◽  
Keyword(s):  
Cultural Identity ◽  
Political Life ◽  
Muslim Community ◽  
World Religion ◽  
Political Situation ◽  
Cultural Life ◽  
The Media ◽  
Identity Based ◽  
Media Reports

In the article, the authors are based on the verdict that the main and most important element of world religion is the phenomenon of the prophets. However, at the beginning of the New century as a world. Similarly, in regional terms, the media reports about false prophets and insults to religious prophets, including the great prophet Muhammad, which negatively affects the feelings of believers in the Muslim world. According to the authors of the article, this seriously depresses the international political situation, since the cult of the Holy prophets is recognized as the meaning-forming basis of the Muslim faith. The article proves that the goal of Islam in the formation and development of the socio-cultural life of Muslims is based on the strengthening of spiritual and cultural identity, based on the priority of recognizing the Majesty of the prophet Muhammad, that any skepticism or insults is a threat to the entire system of Islam's ideology. The authors note that the life of the great Muhammad is generally accepted as an example of the righteous organization of the personal and collective life of the Muslim community, which forms the highest qualities of spiritual and moral culture among believers.

Re-Contextualization of Ethical Values of Pashtun Tribe by the Educated Female Folk in Pakistan

2019 ◽  
pp. 210-228
Author(s):  
Sameen Masood ◽  
Muhammad Farooq
Keyword(s):  
Social Structure ◽  
Cultural Values ◽  
Gender Discrimination ◽  
New Paradigm ◽  
Value System ◽  
Global Context ◽  
Participation Of Women ◽  
The Social ◽  
The Family ◽  
History Of

It is believed that the economic participation of women in Pakistan has been intensively affected by an enduring male-capitalist social system. Moreover, the history of gender discrimination has been linked with the medieval cultural values that uplifted and empowered men over women in every sphere of life, especially in the economic realm. A typical case is believed to be the Pashtun culture. This chapter investigated indigenous values of Pashtun culture where women are underrepresented in the economy. Women did not see themselves as underprivileged. Rather, they perceived themselves as a vital and prestigious part of the family and the wider Pashtun society. For educated women in Pashtun society, the values system is guided by social structure, which is accounted for by stability and unity in society. Cultural values are operationalized as the mechanism of division of labor. The findings redefine female empowerment and propose a new paradigm in the global context. The indigenous value system guides the social structure which leads to stability and unity in the society.

Cultural spaces of popularized psychological knowledge: Attachment parenting in Turkey

2019 ◽  
Vol 26 (3) ◽  
pp. 335-357
Author(s):  
Anna Sieben ◽  
Ayşe Yıldırır
Keyword(s):  
Cultural Identity ◽  
Cultural Values ◽  
Attachment Theory ◽  
Critical Perspective ◽  
John Bowlby ◽  
Self Help ◽  
Attachment Parenting ◽  
The Us ◽  
Cultural Spaces ◽  
Psychological Knowledge

The psychological concept of attachment is constantly evolving. Approximately 70 years after attachment theory was first introduced by John Bowlby in the late 1940s, the notion of attachment is still in flux with continually changing ideas of what it means to be a good parent. One path along which attachment as a concept is moving from academia to everyday life is the philosophy of attachment parenting which was first established in the US by William and Martha Sears. Ideas about attachment theory and attachment parenting are frequently accompanied by critical comments on “Western” cultures. This critical perspective on modernity, individualism, and autonomy is portrayed in the first part of this article. The second part traces attachment as a concept transferred to Turkey. Rather than studying academic work on attachment in Turkey, this article focuses on popularized versions of attachment theory which gain ground as part of the parenting philosophy of attachment parenting. This article analyzes parents’ blogs, websites, self-help books, fieldwork protocols, and interviews with parenting trainers and parents themselves. It focuses on how popular scientific use of attachment parenting in Turkey is accompanied by discussions of cultural identity, cultural values, and belonging. The article shows that attachment theory and parenting are used in quite diverse ways to comment on Turkish (parenting) culture, ranging from anglophile readings to more conservative appropriations of attachment theory as Anatolian education. These forms of popularizing attachment theory challenge the sociological concept of psychologization.

scholarly journals FeelOpo

2018 ◽  
Vol 9 (2) ◽  
pp. 52-62
Author(s):  
Isabel Carvalho ◽  
José Bidarra ◽  
Carla Porto
Keyword(s):  
Cultural Identity ◽  
Interactive Art ◽  
Interactive Installation ◽  
Art Installation ◽  
The North ◽  
Intangible Heritage ◽  
Identity Based ◽  
Different Levels

FeelOpo is an interactive art installation that allows contact with fragments of the immaterial heritage of the Oporto City in the North of Portugal. Through location-based storytelling of the living city, this interactive installation allows visitors to explore, at different levels, several typical characteristics of this city, addressing aspects of cultural identity based on contrasting images and videos. The visitors feel and explore visual stories of the live city, through a process of appropriation and articulation of these narratives, generating an expansion of this intangible heritage.

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