Multicultural Inclusive Education in the Deradicalization of Islamic Education in Indonesia

It is projected that multicultural inclusive education will prevent acts of extremism and intolerance. This study aimed to examine how multicultural inclusive education could be used to deradicalize Islamic education in Indonesia. In June 2020, the researchers searched the Google Books database for library research. The prism technique was used to gather and extract data based on the established inclusion and exclusion criteria. According to the analysis, multicultural inclusive education can be employed as a substitute for instilling an understanding of peaceful coexistence in the contexts of nationality and humanity. If multicultural inclusive education is conducted properly by following the steps outlined, efforts to deradicalize Islamic education in Indonesia may be successful, as multicultural inclusive education is founded on consistency, openness, introduction, comprehension, recognition, and appreciation. This study illustrates that multicultural inclusive education can deradicalize Islamic education in Indonesia due to its adaptability to the primary material in Islamic education.

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Fanatisme dalam Praktik Pendidikan Islam

INSANIA Jurnal Pemikiran Alternatif Kependidikan ◽

10.24090/insania.v26i1.4825 ◽

2021 ◽

Vol 26 (1) ◽

pp. 51-64

Author(s):

Muhammad Misbah ◽

Jubaedah Jubaedah

Keyword(s):

Qualitative Research ◽

Multicultural Education ◽

Religious Education ◽

Inclusive Education ◽

Sense Of Belonging ◽

Islamic Education ◽

Analysis Method ◽

Library Research ◽

Content Analysis Method ◽

High Sense

This paper examines the problem of fanaticism in Islamic education in Indonesia. As a plural country with its diversity, a high sense of tolerance is needed in Indonesia. This research is a qualitative research with library research. Documentation methods were used in this study to collect data from various literature, such as books, journals, and other electronic sources. The data is analyzed using content analysis method, whereas in the conclusions is drawn using an inductive mindset. The results of the study concluded that the paradigm of Islamic education should be done through multicultural inclusive education and prophetic education. Islamic Education (PAI) teachers in this regard have an important role in instilling a harmonious sense of religion. Inclusive multicultural education is expected to foster a sense of belonging and togetherness, dissociated from primordial barriers by emphasizing plurality-based religious education.

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Pemikiran Nurcholis Majid dan Pengembangan Pendidikan Islam: Analisis Spirit Keislaman dan Keindonesiaan

Panangkaran Jurnal Penelitian Agama dan Masyarakat ◽

10.14421/panangkaran.2019.0301-09 ◽

2020 ◽

Vol 3 (2) ◽

pp. 123

Author(s):

Siti Mukaromah

Keyword(s):

Inclusive Education ◽

Islamic Education ◽

Religious Fundamentalism ◽

New Approach ◽

Library Research ◽

Alternative Approach ◽

Qualitative Descriptive ◽

Truth Claims ◽

The Stability ◽

Contemporary Development

The rise of truth claims, radicalism, religious fundamentalism, and the demand of formalization of the khilāfah al Islāmiyah in Indonesia appears to have triggered disharmony in the society and posed threat to the stability of the state. Among the underlying factors contributing to the issue is the approach and method applied in the teaching system of Islamic Education (PAI) which tend to be doctrinal, normative, and exclusive. This has raised awareness of the need to introduce alternative approach in Islamic Education, to accommodate such discourse as multiculturalism, inclusive education based on the spirit of Islam rahmatan lil ‘ālamīn, and respecting the cultural diversity of Indonesian society. Nurcholish Madjid is one of the most prominent Indonesian scholars who actively promote new discourse in Islamic education as he introduces alternative approach and methods based on the spirit of Islam. This research focuses on Nurcholish Madjid’s thoughts on Islamic spirit and indigenous Indonesian identity, especially the extent to which his thoughts have significance in the contemporary development of Islamic Education in Indonesia. This research employs a qualitative-descriptive approach. The data is collected through documentation and reviews of relevant sources. The data analysis shows that Nurcholish Madjid has important thoughts on Islamic education which can be adopted as new approach in the system of Islamic education in Indonesia. Among his thoughts on Islamic education, based on his grand discourse of Islamic spirit and indigenous Indonesian identity, is the need to introduce new discourses of humanism, egalitarian, democratic and inclusive-pluralist within the system of Islamic education in Indonesia.[Maraknya truth claim, radikalisme, politisasi, dan fundamentalisme agama, serta wacana formalisasi syari’at negara khilāfah al Islāmiyah menyebabkan perpecahan dan mengancam stabilitas negara Indonesia. Persoalan tersebut salah satunya dilatarbelakangi oleh pembelajaran Pendidikan Agama Islam (PAI) yang bersifat doktriner, eksklusif dan normatif. Oleh sebab itu, perlu alternatif solusi melalui Pembelajaran Pendidikan Agama Islam yang multikultural, inklusif dan pluralis dengan berbasis pada spirit keislaman dengan membumikan Islam rahmatan lil ‘ālamīn dan spirit keindonesiaan yang menghargai keragaman (pluralitas). Salah satu pemikir dan cendekiawan muslim Indonesia yang aktif menyuarakan spirit keislaman dan keindonesiaan adalah Nurcholish Madjid. Dengan demikian, subjek dalam penelitian ini ialah Nurcholish Madjid mengenai konsep spirit keislaman dan keindonesiaan dan kontribusinya terhadap pengembangan Pendidikan Agama Islam. Pendekatan dalam penelitian ini menggunakan pendekatan kualitatif-deskriptif, dengan jenis penelitian kepustakaan (library research). Pengumpulan data menggunakan metode dokumentasi dengan menganalisis data berupa sumber-sumber dari berbagai literatur yang memiliki persamaan dengan tema penelitian. Hasil penelitian menunjukkan bahwa kontribusi pemikiran Nurcholish Madjid mengenai spirit keislaman dan keindonesiaan terhadap Pengembangan Pendididkan Agama Islam ialah terwujudnya pembelajaran Pendidikan Agama Islam yang humanis, egaliter, demokratis, dan inklusif-pluralis.]

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Kajian pelu dan tidaknya penambahan term Budi Pekerti dalam konten buku Pendidikan Agama Islam dan Budi Pekerti untuk siswa SMU

Ta dibia Jurnal Ilmiah Pendidikan Agama Islam ◽

10.32616/tdb.v7.2.90.61-66 ◽

1969 ◽

Vol 7 (2) ◽

pp. 61

Author(s):

Salim Ashar

Keyword(s):

Religious Education ◽

Secondary Data ◽

Holistic Education ◽

Islamic Education ◽

Ethical Values ◽

Library Research ◽

Split Personality ◽

Objective View ◽

The Right ◽

Scientific Value

Character is a complicated issue, even considered an abstract problem. It is said to be abstract because the concept of manners is not yet operational. While good and bad standards for morals are in the objective view of God the Creator of man. If the character is ethics, it is very dangerous, because some of its value will be contrary to the moral lessons that exist in religious subjects. When both are taught (ethics and morals) then the threat is the students will later experience what is called a split personality, that is split personality. Students become confused because there are conflicting values, such as good values in the sense of morals and good value in manners (call: ethics). There is no honest terminology of Arabic versions, honest English versions, false witnesses of Arabic and French versions, as there is no terminology about Arab or Turkish morality. This applies to humans when there is a pattern of intersection between ethical values and customs: ethical values derive from the "right" way (revelation), whereas customs are derived from the habits The purpose of this study are: 1) Describing whether or not the addition manners in the lessons of Islamic Religious Education. 2) Describe the material (content) in the lesson of Islamic Education and the intersection of Budi Pekerti based on traditional perspectives. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion concluded: 1) Based on the perspective of Islam, the lessons of Islamic Religious Education need not be added with the character, because in fact holistic education includes in the Islamic Religious Education. 2) The content of Islamic Religious Education should include aspects of Islam, ie Aqidah, Shari'ah and Akhlak which are taught in a balanced way, but the lesson of character can be combined as long as the adat is the custom of the Muslims.

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KONSEP REWARD DAN PUNISHMENT MENURUT IRAWATI ISTADI (KAJIAN DALAM PERSPEKTIF PENDIDIKAN ISLAM)

Jurnal Penelitian Agama ◽

10.24090/jpa.v19i2.2018.pp48-64 ◽

2018 ◽

Vol 19 (2) ◽

pp. 48-64

Author(s):

Umi Baroroh

Keyword(s):

Content Analysis ◽

Islamic Education ◽

Analysis Methods ◽

Library Research ◽

Research Theme ◽

Reward And Punishment

Abstract: This research was conducted to find out how reward and punishment according to Irawati certainly does not conflict with the value of Islamic education. This is a library research the data of which were taken from several works of Irawati Istadi and direct interviews with her. The researcher also took some data from several researchers who discussed Irawati Istadi's thoughts and from Islamic education figures whose thoughts had relevance to the research theme. Content analysis methods is applied to draw conclusions. From this research, it can be concluded that the concept of reward and punishment according to Irawati Istadi turns out to be compatible with the Islamic education. However, in Irawati's thought, there are also some differences shows the development of thoughts from previous figures of Islamic education and certainly did not conflict with the values of Islamic education. Keywords: reward, punishment, Islamic education, Irawati Istadi, educator.

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Teknik Penilaian Produk Materi PAI Terpadu Untuk MI/SD

AS-SABIQUN ◽

10.36088/assabiqun.v3i2.1145 ◽

2021 ◽

Vol 3 (2) ◽

pp. 153-185

Author(s):

Solekan Solekan ◽

Halili Halili

Keyword(s):

Data Collection ◽

Core Competencies ◽

Islamic Education ◽

Material Development ◽

Education Material ◽

Library Research ◽

Basic Competencies ◽

Main Components ◽

Object Of Study ◽

Thematic Learning

One of the most prominent implications of the implementation of the 2013 curriculum primarily for the SD / MI level is the use of integrated thematic learning. PAI subject matter in MI / SD must refer to core competencies where basic competencies are classified into four competency aspects (spiritual, social, knowledge and skills attitudes). That is, the material of PAI MI in the MI 2013 curriculum is expanded, by implementing integrated thematic learning implementation steps which include three main components, namely preliminary activities, core activities, and closing activities. The purpose of this study is to provide an analysis of the meaning, function, purpose and use of the stages of implementation of Integrated Islamic Education Material Development for MI / SD and the implementation of the steps for implementing Integrated Islamic Education Material Product learning for MI / SD which includes three main components. In this study the authors used data collection methods with documentation methods, as in the data collection techniques in library research (library research). The documentation method is a method used by researchers to objects or documents such as magazines, books, journals, meeting minutes and so on. The object of study in this article is focused on understanding the meaning, function, purpose, and use of the stages of implementing the development of integrated Islamic education materials for MI / SD and the implementation of the steps for implementing Integrated PAI material product learning for MI / SD which includes three main components.

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NILAI-NILAI PENDIDIKAN ISLAM DALAM HADIS ANJURAN MENCERITAKAN KISAH BANI ISRAIL: Studi Ma‘ani al-Hadis

Riwayah Jurnal Studi Hadis ◽

10.21043/riwayah.v6i2.7742 ◽

2020 ◽

Vol 6 (2) ◽

pp. 231

Author(s):

Muhammad Iqbal ◽

Fajar Rachmadhani

Keyword(s):

Data Collection ◽

Islamic Education ◽

Collection Method ◽

Historical Approach ◽

Data Collection Method ◽

Ethical Approach ◽

Analytic Methods ◽

Library Research

Penelitian ini bertujuan untuk mengungkap nilai-nilai pendidikan Islam dalam hadis tentang anjuran menceritakan kisah Bani Israil, yaitu hadis yang diriwayatkan oleh Imam al-Tirmidzi nomor 2873. Jenis penelitian ini adalah penelitian pustaka (library research). Metode pengumpulan data yang digunakan yaitu metode dokumentasi. Kemudian dianalisis dengan menggunakan metode deskriptif-analitik. Hasil penelitian menunjukkan dengan takhrij al-hadits, redaksi hadis tersebut dapat dijadikan hujjah karena termasuk dalam kategori hadis sahih. Melalui ilmu ma‘ani al-hadits didapati bahwa secara lingusitik hadis tersebut berisikan perintah yang berlaku bagi umat muslim untuk memberitakan apa yang dibawa oleh Nabi, memberitakan Bani Israil, dan larangan berdusta. Melalui pendekatan historis ditemukan bahwa hadis ini disabdakan Nabi karena sudah tidak ada kekhawatiran terhadap akidah Bani israil yang menyimpang. Melalui pendekatan konfirmatif didapati banyak ayat-ayat al-Qur’an dan hadis yang mendukung hadis yang diteliti. Melalui pendekatan yuridis didapati bahwa berbohong adalah termasuk dari akhlak tercela yang membahayakan individu dan masyarakat. Melalui pendekatan etis didapati bahwa Islam merupakan agama yang sempurna, dan selalu mengajak pemeluknya untuk bersikap dengan akhlak mulia dan menjauhi akhklak tercela. Setelah melakukan kontekstualisasi hadis, hasil analisis menunjukkan hadis tersebut relevan dengan nilai-nilai pendidikan Islam, yaitu nilai pendidikan akidah, syariat, dan akhlak. [Islamic Education Values in the Hadith about the Suggestion of Telling the Story of Israel’s Children: the Study of Ma‘ani al-Hadith. This study aims to reveal the values of Islamic education in the hadith about the suggestion of telling the story of Israel’s children, which is the hadith narrated by Imam al-Tirmidzi number 2873. This type of research was library research. The data collection method used was the documentation method. Then it was analyzed using descriptive-analytic methods. The results showed that with takhrij al-hadith, the editorial of the hadith could be made as hujja (allegation of law) because it belongs to the category of shahih hadith (authentic hadith). Through the science of ma‘ani al-hadith it was found that linguistically this hadith contains instructions that apply to Muslims to preach what was brought by the Prophet, preach the Children of Israel, and the prohibition of lying. Through a historical approach, it is found that this hadith was conveyed by the Prophet because there were no worries about the deviant creed of the Children of Israel. Through a confirmatory approach, it is found that many verses of the Qur’an and hadith support the hadith under study. Through a juridical approach, it is found that lying is among the despicable morals that endanger individuals and society. Through an ethical approach, it was found that Islam is a perfect religion, and always invites its adherents to behave with noble morals and avoid despicable morality. After contextualizing the hadith, the results of the analysis show that the hadith is relevant to the values of Islamic education, namely the value of the education of faith, sharia, and morals.]

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Psychological Principle And Its Implications In Islamic Education Hasan Langgulung's Perspective

AL-HAYAT: Journal of Islamic Education ◽

10.35723/ajie.v3i2.79 ◽

2019 ◽

Vol 3 (2) ◽

pp. 224

Author(s):

Suminto Suminto

Keyword(s):

The Body ◽

Islamic Education ◽

Human Potential ◽

Young Generation ◽

Human Beings ◽

Knowledge Based ◽

Library Research ◽

Learning As A Process ◽

Islamic View ◽

Psychological Principle

The psychological principle of education can be understood as truth which is the basis or basis for thinking, both at the planning, implementation and evaluation stages of knowledge based on theories from psychology. Therefore, it becomes essential in understanding education, that education also has principles as a place and foothold that is upright, upright in material, upright in interaction, upright in innovation, or honest in its ideals. The type of research used is library research. The content analysis is used as an analysis method in this study. The results of this study can be concluded that: (1) The concept of psychological principles in Islamic education according to Hasan Langgulung is by emphasizing the theory of the learning process and the idea of human creation according to the Islamic view, which includes the nature of creation, essential human potential, cognitive and psychological growth and development and human spirit, so that it can be understood that human beings are creatures consisting of elements of Islamic and spiritual. (2) The implication of the concept of psychological principles in Islamic education is to view learning as a process in preparing the young generation so that they can act as the next generation, transferring knowledge and Islamic values so that they are aligned with the purpose of the human being created, as well as in their daily behaviour. Therefore, in the process of education must pay attention to the development of the soul, as well as the growth of the body of students by referring to the basis, objectives, curriculum, material, and evaluation that carry human functions as abid and khalifatullah which are decorated with righteous deeds.

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PESANTREN MANHAJ SALAFI: PENDIDIKAN ISLAM MODEL BARU DI INDONESIA

ULUL ALBAB Jurnal Studi Islam ◽

10.18860/ua.v17i1.3252 ◽

2016 ◽

Vol 17 (1) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Irham Irham

Keyword(s):

Boarding School ◽

Islamic Education ◽

New Model ◽

Education Change ◽

Library Research ◽

Education Model

This article explains the devolopment of Islamic education in Indonesia, especially in pesantren (Islamic Boarding School) which is salafi manhaj. It aims at finding islamic education model developed at salafi manhaj pesantren. It uses library research. This article concludes that salafi manhaj pesantren currently becomes new model of Islamic education in Indonesia. This model differs from those applied in most pesantrens in Indonesia. The factor triggering its development is the effect of the transnational of Islam. This factor can further complete the theory of Islamic education change in Indonesia proposed by Karel Steenbrink.Artikel ini menjelaskan tentang perkembangan pendidikan Islam di Indonesia. Fokus pembahasannya adalah pesantren yang bermanhaj salafi. Artikel ini bertujuan untuk menemukan bentuk pendidikan Islam yang berkembang pada pesantren yang berideologi salafi (manhaj salafi). Kajian ini menggunakan metode kepustakaan. Artikel ini menyimpulkan bahwasanya pesantren bermanhaj salafi merupakan bentuk pendidikan Islam model baru di Indonesia saat ini. Model pesantren ini berbeda dengan pesantren pada umumnya yang sudah lama berkembang di Indonesia. Faktor pemicu perkembangannya adalah pengaruh dari Islam arus global, dan faktor ini dapat melengkapi teori perubahan pendidikan Islam di Indonesia menurut Karel Steenbrink.

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Pengajaran Guru Pendidikan Islam Di Kelas Inklusif: Fenomena Semasa Dan Keperluan Pembentukan Model

Sains Insani ◽

10.33102/sainsinsani.vol6no2.318 ◽

2021 ◽

Vol 6 (2) ◽

Author(s):

Suzana Harun ◽

Zaharah Hussin ◽

Abdul Muhsein Sulaiman

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Inclusive Classrooms ◽

Islamic Education ◽

Development Research ◽

Design And Development ◽

Students With Special Needs ◽

Design And Development Research ◽

Model Formation ◽

Mainstream Students

Pendidikan Inklusif merujuk kepada suatu program pendidikan yang memberi peluang kepada murid-murid berkeperluan khas untuk mengikuti pembelajaran sepenuhnya dalam kelas aliran perdana bersama murid aliran perdana. Pendekatan pendidikan inklusif adalah sejajar dengan hasrat kerajaan yang terkandung dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2025, yang berinisiatif untuk meningkatkan enrolmen murid berkeperluan khas dalam program pendidikan inklusif. Terdapat banyak isu atau pemasalahan yang ditemui dalam kajian-kajian yang lepas berkaitan pengajaran dalam kelas inklusif di dalam negara. Salah satu isu yang ditemui dalam kelas inklusif ialah berkaitan pengajaran guru mata pelajaran arus perdana dalam kelas inklusif untuk murid bekeperluan khas. Kertas konsep ini bertujuan untuk meninjau pengajaran Guru Pendidikan Islam dalam kelas Inklusif yang mendorong keperluan terhadap pembinaan model pengajaran inklusif. Kajian yang dijalankan adalah dengan menggunakan rekabentuk Design and Development Research (DDR). Implikasi kajian diharap dapat menyumbang kepada keperluan pembentukan model. Inclusive Education refers to an educational program that provides opportunities for students with special needs to fully pursue learning in mainstream classes with mainstream students. The inclusive education approach is in line with the government's aspirations contained in the Malaysia Education Blueprint 2013-2025, which initiatives to increase the enrollment of students with special needs in inclusive education programs. There are many issues or problems found in past studies related to teaching in inclusive classrooms in the country. One of the issues found in inclusive classrooms is related to the teaching of mainstream subject teachers in inclusive classrooms for students with special needs. This concept paper aims to review the teaching of Islamic Education Teachers in Inclusive classrooms which drives the need towards the construction of inclusive teaching models. The study was conducted using Design and Development Research (DDR) design. The implications of the study are expected to contribute to the need for model formation.

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Pemikiran Fazlur Rahman (Pragmatis-Instrumental) tentang Pendidikan dan Relevansinya dengan Dunia Modern

AS-SABIQUN ◽

10.36088/assabiqun.v3i1.1144 ◽

2021 ◽

Vol 3 (1) ◽

pp. 26-44

Author(s):

Luthfi Hibatullah ◽

Ahmad Qomarudin

Keyword(s):

Data Collection ◽

Religious Studies ◽

Islamic Education ◽

Intellectual Biography ◽

General Science ◽

Complex Issue ◽

Library Research ◽

The World ◽

Long Time ◽

Collection Methods

In the world of education the dichotomy between religion and general science is no longer a new problem in the Islamic education system. This discourse has emerged for a long time and is still a complex issue that has not been resolved. This is due to the boundary between religious and non-religious studies taught in each educational unit. From this, Fazlur Rahman proposed the idea of reforming all Islamic education systems. What is gained from experience, making observations and various research. So this research focuses on the intellectual biography of Fazlur Rahman, Fazlur Rahman’s educational thoughts and educational thoughts in Indonesia, and the relevance of the two. In this study the authors used data collection methods with documentation methods, which are in data collection techniques in library research (library research).

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