scholarly journals Pendidikan Interreligius Berbasis Pancasila Sebagai Acuan Melawan Stigma Menguatnya Radikalisme

2020 ◽  
Vol 9 (1) ◽  
pp. 150-169
Author(s):  
Zuyyina Candra Kirana
Keyword(s):  
Religious Education ◽  
Positive Attitudes ◽  
Religious Plurality ◽  
Effective Form ◽  
School Programs ◽  
Tolerance Education ◽  
Style Preferences ◽  
Interreligious Education ◽  
Speaking Style ◽  
Shared Norms

Abstract Humans are social creatures, they cannot live alone. In living together, of course, they have differences or diversity, ranging from physical, speaking style, preferences, how to dress, and so forth. Every person is unique, so living in diversity is something that cannot be avoided. But from diversity also often leads to acts of radicalism, from this point the values ​​of Pancasila need to be immediately applied in the world of education to overcome religious-based radicalism by encouraging the implementation of interreligious education because interreligious education using Pancasila as an appropriate reference reduces the nature of excessive fanaticism. In other words, the author expresses a tolerance education and good pluralism is interreligious education. Interreligious education is education that brings each student to encounter diversity in religion, ethnicity, and race, and leads students to become open and tolerant people. Where interreligious education can be included in the curriculum of religious education and citizenship education and school programs. at the same time emphasizing that interreligious education does not need to drag a person into the siltation of aqeedah or religious relativism, as is usually feared. Instead, this is an effective form of shared norms and positive attitudes towards religious plurality so that religious encounters can be an opportunity for mutual enrichment and cooperation, to optimize the personal potential of each religious adherent in the association of humanity.

Recontextualization of Islamic Peace Education

2018 ◽  
Vol 13 (2) ◽  
pp. 183-202
Author(s):  
Siti Rohmah ◽  
M. Syukri Ismail ◽  
Moh. Anas Kholish ◽  
Mona Novita
Keyword(s):  
Human Rights ◽  
Middle East ◽  
Religious Education ◽  
Alternative Model ◽  
Peace Education ◽  
Religious Conflict ◽  
Islamic Education ◽  
Education Environment ◽  
Education Model ◽  
Interreligious Education

Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

scholarly journals Pengembangan Budaya Toleransi dalam Pembelajaran PAI di SMA Semen Gresik

AKADEMIKA ◽  
2020 ◽  
Vol 14 (02) ◽  
Author(s):  
A'idatul Fadlilah ◽  
Moch. Bachrurrosyady Amrulloh
Keyword(s):  
High School ◽  
Religious Education ◽  
Education System ◽  
Private School ◽  
Group Discussion ◽  
Religious Knowledge ◽  
Religious Background ◽  
The World ◽  
Scientific Approach ◽  
Tolerance Education

Pendidikan toleransi menjadi keharusan pada saat ini, khususnya di dunia pendidikan, karena melalui pendidikan inilah nilai-nilai kerukunan menjadi kokoh.sistem pendidikan agama sangat penting dan perlu ditingkatkan, sehingga yang dihasilkan sistem itu bukan orang-orang yang hanya berpengetahuan agama tetapi juga berakhlak mulia. Dengan mengadakan pendidikan agama yang membawa kepada pandangan luas dan sikap terbuka serta mementingkan dan meningkatkan di dalamnya pembinaan kerukunan antar agama diharapkan dapat terwujud dan berkembang dalam masyarakat, maka dari itu Pendidikan toleransi dibutuhkan guna menciptakan kehidupan yang indah dengan banyak perbedaan didalamnya, di SMA Semen Gresik merupakan sekolah swasta yang tidak berlatar agama namun bisa menerima siswanya dari manpun dan dari berbagai latar belakang yang berbeda pula sehingga tidak ada perbedaan diantara mereka. Permasalahan yang dikaji adalah: 1) Bagaimana proses pengembangan budaya toleransi dalam pembelajaran PAI di SMA Semen Gresik 2) Bagaimana output dari proses pengembangan budaya toleransi di SMA Semen Gresik. Hasil penelitian menunjukkan: 1) Proses pengembengan toleransi dalam pembelajaran PAI yakni dengan menggunakan sebuah pendekatan saintifik yang mana didalam pendekatan tersebut terdapat beberapa metode diantaranya pembiasaan, diskusi kelompok2) output dari proses pengembangan tolernasi dalam pembelajaran PAI diantaranya Menghargai perbedaan, menghargai kebaikan orang lain, keterbukaan, senang dan bahagia dalam berinteraksi dengan orang lain, membantu orang tanpa melihat latar belakang mereka yang berbeda, tidak diskriminatif dengan sesama, yang mana telah ada pada  diri peserta didik.Tolerance education is a necessity at this time, especially in the world of education in seeding the values of harmony. The religious education system is very important and needs to be improved, so that the resulting system is not people who only have religious knowledge but also have a noble morality.  By implementing religious education that brings a broad view and open attitude, emphasizes and increases in it, the development of interfaith harmony is expected to be realized and developed in society. Therefore tolerance education is needed to create a beautiful life littered fully with many differences in it. Senior High School (SMA) Semen Gresik is a private school that has no religious background but could accept students from anywhere and various different backgrounds so that there is no difference between them. The problems studied are: 1) How is the process of developing a culture of tolerance in SMA Semen Gresik 2) What is the output of the process of developing a culture of tolerance in SMA Semen Gresik. The results show that: 1) The process of developing tolerance in SMA Semen Gresik is by using a scientific approach with such methods as habituation and group discussion, 2) The output of the process of developing tolerance in SMA Semen Gresik includes respect for differences, respect for the kindness of others, openness, frendly and happy in interacting with other people, helping people regardless of their different backgrounds, not discriminating others.

scholarly journals Pola Penanaman Toleransi Melalui Interaksi Sosial Berbasis Multikultural

Fenomena ◽  
2020 ◽  
Vol 19 (2) ◽  
pp. 176-196
Author(s):  
Pasmah Chandra ◽  
Debby Sulistia
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
School Environment ◽  
Field Research ◽  
Educational Environment ◽  
Research Field ◽  
Tolerance Education ◽  
The Republic ◽  
Special Approach ◽  
Muslim Student

The case of intolerance in the educational environment has recently become increasingly unsettling. This problem threatens the integrity of the Unitary State of the Republic of Indonesia (NKRI). For that we need a special approach or pattern in preventing the development of intolerance in the educational environment. Tolerance education must be strengthened, especially in the school environment. Tolerance education is actually practiced in the learning process and outside the classroom so that it becomes school culture. Tolerance education must be broad, not only covering internal tolerance of Muslims but also between religious communities. The purpose of this study was to determine the pattern of cultivating tolerance through multicultural-based social interactions among Muslim and non-Muslim students. This type of research is field research (field research) with a qualitative approach with Muslim and non-Muslim student respondents in Elementary School (SD) N 13 Argamakmur. Based on the results of the study, it is known that the application of the value of tolerance carried out by teachers in schools, especially Islamic religious education teachers in the learning process through an attitude that is able to understand the differences by placing in the position of each student, is able to generate mutual respect between one another. The habituation process that is pressed directly and intensively can create positive habits towards students. Students can view each other positively even though they have a religion, ethnicity, race, ethnicity and customs that are different from others.

scholarly journals The Role of Ramadan Fasting Values For Character Education of Elementary School Students

2021 ◽  
Vol 5 (10) ◽  
pp. 7-13
Author(s):  
Kuswara Kuswara ◽  
Yena Sumayana
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Moral Education ◽  
Elementary School Students ◽  
Religious Education ◽  
School Students ◽  
Ramadan Fasting ◽  
Mutual Help ◽  
Positive Attitudes

This article aims to study the values contained in fasting education for elementary school students. The values of education are the value of religious education, the value of moral education, social education, and cultural education values. Fasting is a religious activity that people Islam as a form of obedience to His God in addition to other services. Ramadan fasting is a refrain from eating, drinking, and having sex and other things that make it clear that fasting will not rise from dawn until sunset during Ramadan. The current phenomenon is increasingly reduced worship activities, tepo seliro, gotong royong, mutual help, and attitudes other positive attitudes such as honesty, discipline, responsibility, and tolerant living in life. Ramadan fasting not only emphasizes refraining from eating and drinking only, but training in improving faith, mental coaching, morality, and understanding the meaning of difference. In elementary school, these grades need to be instilled as a cornerstone of students in their development, especially in the aspects of personality such as: character, behavior, responsibility, discipline, and social spirit.

Preferences for Religious Education and Inter-Group Attitudes among Indonesian Students

2015 ◽  
Vol 28 (1) ◽  
pp. 49-89 ◽  
Author(s):  
Carl Sterkens ◽  
Mohamad Yusuf
Keyword(s):  
Religious Education ◽  
Personal Characteristics ◽  
Negative Evaluation ◽  
Influential Factor ◽  
Important Predictor ◽  
Comparative Measurement ◽  
Cognitive Aspect ◽  
Religious Plurality ◽  
Different Types ◽  
Remarkable Result

This article analyses Indonesian students’ preferences for different types of religious education, with the help of their personal characteristics and inter-group attitudes. We investigate a comparative understanding of Muslim, Christian and Hindu students of different types of religious education. The comparative measurement of different models of religious education shows that the mono-religious model consists of all aspects of religious education. A remarkable result is that in all models, the attitudinal aspect (sometimes together with the affective) is the most dominant aspect. The cognitive aspect is absent in the inter-religious model. On average, all Muslim, Christian and Hindu students prefer the mono-religious over the inter-religious model. For the mono-religious model, the negative evaluation of religious plurality is the strongest predictor; and indeed, is the only aspect to contribute to the preference for the mono-religious model among Muslims. The attitude towards pluralism is the most important predictor of the preference for a mono-religious model among Christians. This result is in contrast with our hypothesis. As for Hindu respondents, the centrality of own religion has the most positive correlation with the mono-religious model. Pluralism is the most influential factor for the inter-religious model among all groups.

Beirut in Berlin? Interreligiöse Bildung in der Spannung zwischen Globalem und Lokalem

2014 ◽  
Vol 74 (3) ◽  
pp. 167-179
Author(s):  
Henrik Simojoki
Keyword(s):  
Religious Education ◽  
Initial Conditions ◽  
Living Environment ◽  
Sociological Perspective ◽  
Present Contribution ◽  
Religious Context ◽  
The Social ◽  
Global And Local ◽  
Interreligious Education

Abstract Religious pedagogy largely agrees that within religious education, interreligious instruction has to be aligned to the living environment of present-day children and youths. Yet in current concepts, this environmental context is normally interpreted in terms of the social proximity of the students, thus neglecting that the concept of religious contextuality has to be broadened as it develops in the interaction of global and local realities. Based on a case-study from the multi-religious context of Berlin, the present contribution discusses the initial conditions of interreligious education which are being changed by globalization. In a first step, the ambivalent presence of remoteness within the religious environment of modern youths is analyzed from an external sociological perspective. This is done in dialogue with selected sociological theories of reference which help to understand the »new contextuality « of the interreligious sphere as regards its basic dynamics of motivation. Subsequently, the essay focuses on inside aspects of this development: It addresses the question of how the spatial melting of the world influences the perception of the self and the other. Finally an approach is presented that substantiates the increasing globalization of religious environments from a youth-sociological perspective and makes it accessible to empirical analysis.

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