scholarly journals KEBIJAKAN KEMENTERIAN AGAMA DALAM PELAYANAN PENDIDIKAN AGAMA KELOMPOK MINORITAS

Penamas ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 503
Author(s):  
Aji Sofanudin
Keyword(s):  
Research And Development ◽  
Religious Education ◽  
Minority Groups ◽  
Minority Group ◽  
Education Services ◽  
Education Service ◽  
Research Findings

This study aims to review the results of the research by The Office of Religious Research and Development Semarang about The Implementation of Religious Education in Minority Group. The research findings show that although the regulation of religious education services for minority groups has a strong foundation but in its implementation not all schools can serve religious education for minority groups. Based on the study it was found that (1) there were schools that provided all of religious education services according to the students needs;(2) there are schools that only provide one religious education service, and (3) there are also schools that provide a portion of minority religious education services. Judging from the suitability of religious education services with regulations found there are still those that are not in accordance with PMA Number 16 of 2010.

scholarly journals When Human Rights are not Enough

2018 ◽  
Vol 2 (1) ◽  
pp. 236
Author(s):  
Joeni Kurniawan
Keyword(s):  
Human Rights ◽  
Identity Politics ◽  
Minority Groups ◽  
Minority Group ◽  
National Commission ◽  
Multicultural Society ◽  
Fellow Citizen ◽  
Research Findings ◽  
Human Rights Act ◽  
The Law

Juridically, there have been quite a lot of legal instruments existing in Indonesia to protect human rights. These legal instruments include the Indonesian Constitution, which has special articles regulating about human rights, the Human Rights Act (the Law Number 39 of 1999), the National Commission for Human Rights, etc. Thus, normatively, all those legal instruments should be adequate to protect human rights in Indonesia, including the protection of the minority groups. However, the facts don’t seem in line with such expectation. There have been a lot of cases happened in Indonesia that bring this country into a serious question in its ability to protect the minority groups. The persecutions over the Ahmadiyah and Shia sects, the rejections against non-Muslim worship place establishments, and as the most recent one, the case of Jakarta’s governor Basuki Tjahaja Purnama, are some of the long sad stories showing how Indonesia is really poor in its performance to protect the minority groups. Identity politics and even a sentiment of racism are re-escalating in Indonesia today, which seems affirming the research findings got by the Wahid Foundation showing that 59.9% of 1520 of respondents from 34 provinces in Indonesia said that they have hatred towards some groups of their fellow citizen, such as those who are non-Muslims, Chinese-descents, communists, etc (Hakim 2016). Among this 59,9% respondents, 92,2% of them said that they highly oppose a person coming from those groups to become a governmental leader, and 82,4% of this people even said that they don’t want to have a neighbor coming from those groups (Hakim 2016). Such re-emergence of identity politics and sentiment of racism, as well as a frightening fact of hatred among people, really give a serious question about why all the human rights instruments which already exist in Indonesia seem to fail in preventing all those things to happen. In this article, I will show my hypothesis that all that sad news that happened in Indonesia in regard to the minority group protection are due to the failure of multiculturalism approach implemented in Indonesia so far. Thus, I will also propose the interculturalism approach to be implemented in Indonesia as the critique and refinement of multiculturalism approach in dealing with the multicultural society, including in regard to the minority groups protection.

scholarly journals Advocating Minority Religious Student Rights in Schools

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Hayadin Hayadin
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Minority Groups ◽  
Religious Organizations ◽  
Student Rights ◽  
Governmental Regulation ◽  
The Public ◽  
North Sulawesi ◽  
School Committee ◽  
Research Findings

AbtractThis paper aimed to describe the existence of governmental regulation towards minority groups, especially towards minority religious students at schools in Indonesia. The research was a multi-cases study in any region, among which were: Ambon Moluccas, Denpasar Bali, Jakarta, Bekasi West Java, Manado North Sulawesi, Ende, and Pangkalpinang. The data dug from various informants such as religious education teachers at schools, parents, students, head schools, headboards of the school committee, as well as any relevant documents. The research findings showed that any public schools ruled by a religious organization, such as Islamic based religious organizations, Christian based religious organizations, and Catholic-based religious organizations, were not allowing and denied to serve minority religious students. Meanwhile, the public schools ruled by government tried to fulfill the religious education in accordance with the student religious and by the same religious teachers as the student religion. AbstrakTulisan ini membahas eksistensi kebijakan pemerintah terhadap kelompok minoritas, khususnya layanan pendidikan agama terhadap pelajar penganut agama minoritas pada sekolah di Indonesia. Penelitian ini merupakan studi kasus di beberapa daerah antara lain: Maluku, Denpasar, Jakarta, Bekasi, Manado, Ende, dan Pangkalpinang. Data digali dari berbagai informan seperti guru pendidikan agama di sekolah, orang tua siswa, peserta didik, kepala sekolah, komite sekolah, serta dokumen kebijakan pemerintah tentang layanan Pendidikan agama kepada peserta didik. Hasil penelitian menunjukkan bahwa hak peserta didik untuk memperoleh layanan pendidikan agama dan diajarkan oleh guru agama yang sama dengan agama siswa, sudah dilindungi oleh pemerintah melalui berbagai kebijakan. Pada sekolah umum berstatus swasta yang dikelola oleh organisasi keagamaan, tidak mengizinkan dan menolak melayani siswa agama minoritas. Sementara itu, sekolah negeri yang diatur oleh pemerintah berusaha untuk menyelenggarakan pendidikan agama sesuai dengan agama siswanya dan oleh guru yang sama dengan agama siswanya.

scholarly journals Minority Right to Attend Religious Education in Indonesia

2016 ◽  
Vol 53 (1) ◽  
pp. 1
Author(s):  
Raihani Raihani
Keyword(s):  
Religious Education ◽  
Social Relations ◽  
Minority Groups ◽  
Minority Group ◽  
School Level ◽  
Religious Groups ◽  
Religious Minority ◽  
Majority Students ◽  
The Right ◽  
New Education

<p class="abstrak">In 2003, Indonesian government issued a new education law in which one of the articles (Article 12) states that student has the right to access religion class in school in accordance with his or her religion by teachers who share the faith. This particular article has a legal ramification that school --state and private-- by law must provide corresponding Religion Classes (RC) for each religious group of students in order to fulfil their very human basic right to access to and observe their religious and cultural teaching and practices. This paper presents findings of four different school case studies on the problem of access to RC by religious minority in schools in Indonesia. Minority in this paper refers to religious groups that are either numeric minority or subordinate majority at the micro school level, not in the macro national population. This paper argues that numeric minority in any context (micro or macro) is vulnerable to discrimination by the dominating majority when the law of social relations is not fairly implemented. The findings suggest that the right of religious minority groups in three of the four schools to access proper RC is stifled, particularly to access equal learning facilities. Numeric religious minority groups in these schools suffer from powerlessness. One case, however, demonstrates that the positional power of minority group reverses this logic of minority-powerlessness and puts the religious majority students in a subordinate position.</p><p class="abstrak">[Tahun 2003, pemerintah Indonesia mengeluarkan Undang-Undang Pendidikan yang pada pasal 12 menyatakan bahwa siswa mempunyai hak terhadap pelajaran agama di sekolah dengan guru yang mengajar sesuai dengan agamanya. Pasal ini mempunyai konsekuensi bahwa sekolah, baik swasta atau pun negeri, harus menyediakan kelas agama untuk setiap kelompok siswa untuk mendapatkan hak dasarnya guna melaksanakan agama dan ajarannya. Artikel ini menampilkan hasil penelitian dari empat sekolah dengan studi kasus pada persoalan kelas agama bagi kelompok minoritas. Istilah minoritas di sini merujuk pada kelompok agama yang sedikit jumlahnya atau kelompok kecil pada sekolah, bukan pada level nasional. Tulisan ini menegaskan bahwa minoritas pada konteks mikro atau makro sangat rentan terhadap perlakuan diskriminasi oleh kelompok mayoritas ketika hukum social tidak sepenuhnya dijalankan. Penemuan ini menegaskan bahwa hak keagamaan minoritas dalam tiga dari empat sekolah terganggu, terutama yang terkait dengan hak fasilitas belajar. Beberapa kelompok minoritas pada sekolah tersebut tak berdaya. Namun, satu kasus menunjukkan bahwa kondisi minoritas berbalik, justru  kelompok mayoritas yang menjadi subordinasi.]</p>

STUDI ANALISIS DAMPAK PADEMI COVID-19 TERHADAP EKSISTENSI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI INDONESIA

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 45-53
Author(s):  
Ilzam Dhaifi
Keyword(s):  
Online Education ◽  
Religious Education ◽  
Virtual Classroom ◽  
Education Services ◽  
Religious Consciousness ◽  
The Core ◽  
Equal Education ◽  
The World ◽  
The Government

The world has been surprised by the emergence of a COVID 19 pandemic, was born in China, and widespread to various countries in the world. In Indonesia, the government issued several policies to break the COVID 19 pandemic chain, which also triggered some pro-cons in the midst of society. One of the policies government takes is the closure of learning access directly at school and moving the learning process from physical class to a virtual classroom or known as online learning. In the economic sector also affects the parents’ financial ability to provide sufficient funds to support the implementation of distance learning applied by the government. The implications of the distance education policy are of course the quality of learning, including the subjects of Islamic religious education, which is essentially aimed at planting knowledge, skills, and religious consciousness to form the character of the students. Online education must certainly be precise, in order to provide equal education services to all students, prepare teachers to master the technology, and seek the core learning of Islamic religious education can still be done well.

Collective References and Identity Threat among Lebanese and Lebanese-Armenians in the Context of Continuous Intergroup Conflict

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Lucy R. Tavitian ◽  
Michael Bender ◽  
Fons J. R. Van de Vijver ◽  
Athanasios Chasiotis ◽  
Hrag A. Vosgerichian
Keyword(s):  
Ethnic Identity ◽  
Identity Management ◽  
Minority Groups ◽  
Minority Group ◽  
Intergroup Conflict ◽  
Identity Threat ◽  
Identity Processes ◽  
Identity Threats ◽  
History Of ◽  
Sectarian Group

How people deal with adversity, in terms of threats to their social or ethnic identity has been extensively investigated. However, most studies have focused on samples (e.g. minority groups) from prototypical Western contexts. It is unclear how individuals perceive and deal with identity threats within non-Western plural contexts characterized by intergroup conflict. We therefore assess whether self-affirmation by recalling a past success can buffer against identity threat in the plural, non-Western context of Lebanon. In two studies we investigate how threats are negotiated at a national (Lebanon) (Study 1) and ethnic minority (Armenian) level (Study 2). In Study 1, we show that in a context characterized by a history of intergroup conflict, a superordinate national identity is non-salient. When investigating the content of memories of a sectarian group in Study 2, we find a hypersalient and chronically accessible ethnic identity, a pattern specific to Armenian Lebanese. We suggest that this hyper-salience is employed as a spontaneous identity management strategy by a minority group coping with constant continuity threat. Our findings point to the importance of expanding the study of identity processes beyond the typically Western contexts and in turn, situating them within their larger socio-political and historical contexts.

scholarly journals Understanding and Promoting Racial Diversity in Healthcare Settings to Address Disparities in Pandemic Crisis Management

2021 ◽  
Vol 12 ◽  
pp. 215013272110183
Author(s):  
Azza Sarfraz ◽  
Zouina Sarfraz ◽  
Alanna Barrios ◽  
Kuchalambal Agadi ◽  
Sindhu Thevuthasan ◽  
...  
Keyword(s):  
United States ◽  
Health Disparities ◽  
Racial Discrimination ◽  
Clinical Training ◽  
Minority Groups ◽  
Mental Health Problems ◽  
Minority Group ◽  
Healthcare Delivery ◽  
The United States ◽  
Majority Group

Background: Health disparities have become apparent since the beginning of the COVID-19 pandemic. When observing racial discrimination in healthcare, self-reported incidences, and perceptions among minority groups in the United States suggest that, the most socioeconomically underrepresented groups will suffer disproportionately in COVID-19 due to synergistic mechanisms. This study reports racially-stratified data regarding the experiences and impacts of different groups availing the healthcare system to identify disparities in outcomes of minority and majority groups in the United States. Methods: Studies were identified utilizing PubMed, Embase, CINAHL Plus, and PsycINFO search engines without date and language restrictions. The following keywords were used: Healthcare, raci*, ethnic*, discriminant, hosti*, harass*, insur*, education, income, psychiat*, COVID-19, incidence, mortality, mechanical ventilation. Statistical analysis was conducted in Review Manager (RevMan V.5.4). Unadjusted Odds Ratios, P-values, and 95% confidence intervals were presented. Results: Discrimination in the United States is evident among racial groups regarding medical care portraying mental risk behaviors as having serious outcomes in the health of minority groups. The perceived health inequity had a low association to the majority group as compared to the minority group (OR = 0.41; 95% CI = 0.22 to 0.78; P = .007), and the association of mental health problems to the Caucasian-American majority group was low (OR = 0.51; 95% CI = 0.45 to 0.58; P < .001). Conclusion: As the pandemic continues into its next stage, efforts should be taken to address the gaps in clinical training and education, and medical practice to avoid the recurring patterns of racial health disparities that become especially prominent in community health emergencies. A standardized tool to assess racial discrimination and inequity will potentially improve pandemic healthcare delivery.

Language policy and language planning in mainland Southeast Asia: Myanmar and Lisu

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
David Bradley
Keyword(s):  
Southeast Asia ◽  
Language Policy ◽  
Minority Groups ◽  
Minority Group ◽  
National Language ◽  
Minority Languages ◽  
Language Policy And Planning ◽  
Educational Strategies ◽  
Policy And Planning ◽  
Mainland Southeast Asia

AbstractMost nations in mainland Southeast Asia and elsewhere have one national language as a focus of national identity and unity, supported by a language policy which promotes and develops this language. Indigenous and immigrant minority groups within each nation may be marginalized; their languages may become endangered. Some of the official national language policies and ethnic policies of mainland Southeast Asian nations aim to support both a national language and indigenous minority languages, but usually the real policy is less positive. It is possible to use sociolinguistic and educational strategies to maintain the linguistic heritage and diversity of a nation, develop bilingual skills among minority groups, and integrate minorities successfully into the nations where they live, but this requires commitment and effort from the minorities themselves and from government and other authorities. The main focus of this paper is two case studies: one of language policy and planning in Myanmar, whose language policy and planning has rarely been discussed before. The other is on the Lisu, a minority group in Myanmar and surrounding countries, who have been relatively successful in maintaining their language.

scholarly journals National Identification and Collective Emotions as Predictors of Pro-Social Attitudes Toward Islamic Minority Groups in Indonesia

2014 ◽  
Vol 10 (2) ◽  
pp. 255-276 ◽  
Author(s):  
Ali Mashuri ◽  
Esti Zaduqisti
Keyword(s):  
Minority Groups ◽  
Social Attitudes ◽  
Direct Effects ◽  
Collective Guilt ◽  
Collective Emotions ◽  
National Identification ◽  
Group Data ◽  
Research Findings ◽  
Shed Light

The present study examined the role of Indonesian Moslem majority’s national identification, collective emotions of pride and guilt in predicting their support in helping members of Islamic minority and their perceived inclusion towards this group. Data from this study (N= 182) demonstrated that, in line with our prediction, support for minority helping significantly predicted perceived inclusion. We also hypothesized and found that collective pride and collective guilt directly predicted the minority helping. Finally, national identification had significant direct effects on both collective pride and collective guilt. These findings shed light on the importance of collective emotions and national identification in giving rise to pro-social attitudes of Indonesian Moslem majority towards members of Islamic minority. Implications of the research findings were discussed with reference to theories of group-based emotion and intergroup helping, and to practical strategies Indonesian government can apply to recognize Islamic minorities.

scholarly journals Trials of the Islamic Education Learning Model in Indonesian Universities: A Sufistic Approach as An Alternative

2020 ◽  
Vol 10 (2) ◽  
pp. 253
Author(s):  
Munawar - Rahmat ◽  
M. Wildan Yahya
Keyword(s):  
Research And Development ◽  
Religious Education ◽  
Learning Model ◽  
Islamic Education ◽  
Foreign Influence ◽  
Draft Model ◽  
Sufi Order

The students of Indonesia University of Education (UPI) and Bandung Islamic University (UNISBA) typically practice religion as it was received from their parents and socio-religious environment. They Salat, which is the main prayer of Islam, simply abort their obligations, and after praying, immediately leave their prayer mats without making dhikr or remembering God first. Furthermore, they do not understand khushu` Salat, which involves remembering God throughout the prayer, along with the meaning of dhikr, and the importance of a Murshid, which is the Grand Shaykh of Sufi Order. They also view Sufism as non-Islamic teaching and are cynical about the practitioners. Therefore, this study aims to examine the effectiveness of the Sufistic learning model in Islamic Religious Education to improve students’ understanding of these teachings in a substantive and tolerant manner. This research used an R&D approach, and the stage that was performed involved the preparation of a draft model and associated trials. Meanwhile, the learning used the madhhab typology approach of the Sufi and Shari`a Islamic models. The trial results showed that the Sufistic approach was effective in increasing students’ understanding of Islamic teachings in a substantive and tolerant manner. Before learning, students were unaware of Sufi Islam and viewed it as a foreign influence. Also, they did not understand khushu` prayers, comprehend the importance of dhikr, nor that of learning from Murshid. After learning, they understood Sufism, accepted the teachings and did not consider them to be foreign influences, and also recognized Islam in a substantive and tolerant manner. Therefore, the Sufism approach is improving the quality of religion and tolerance of students, with the implication that the model is an alternative in learning Islamic education at universities.Objective: This study aims to examine the effectiveness of the Sufistic learning model in Islamic Religious Education to improve students’ understanding of Islamic teachings in a substantive and tolerant manner.Methods: A research and development (R&D) approach, which was performed in the preparation of a draft model and associated trials, was used. Meanwhile, the learning employed the madhhab typology approach of the Sufi and Shari`a Islamic model.Results: The trial results showed that the Sufistic approach in Islamic Education was effective in increasing students’ understanding of Islamic teachings in a substantive and tolerant manner. Before learning, students unfamiliar with Sufi Islam, saw it as a foreign influence, and did not understand khushu` Salat, which involves remembering God throughout the prayer. Also, they considered dhikr, which means to remember God, and learning from Murshid as unimportant. However, they understood Sufism, accepted it as Islamic teachings and not foreign influences, and recognized the religion in a substantive and tolerant manner after the learning process.Conclusion: The Sufism approach in Islamic Education has succeeded in improving the quality of religion and tolerance of students.

scholarly journals PONDOK PESANTREN DAN PELAYANAN MASYARAKAT

2017 ◽  
Vol 5 (4) ◽  
Author(s):  
Abd Muin M
Keyword(s):  
Social Change ◽  
Religious Education ◽  
Historical Development ◽  
Education Institution ◽  
Education Services ◽  
System Type ◽  
Modern System

AbstractPesantren is convinced as the oldest education institution inIndonesia. From its historical development, there are three kinds of pesantrens which are being as the product of social change occured. This research did as response and effort to know more about any contribution od pesantren to society, especially dealing with religious education services. Supposedly, in dinamic society nowadays, pesantrens give services which are different amomg types. This can be proved by the results of this research that peantren salaf tends to be tafaqquh fiddin type, whereas pesantren khalaf and combination tend to a modern system type.

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