POTENSI PENDIDIKAN HAK ASASI MANUSIA DALAM MEMPERSIAPKAN SISWA DALAM KONTEKS KERAGAMAN BUDAYA

Pendidikan hak asasi manusia sangat diperlukan dalam mempersiapkan siswa yang hidup dalam konteks masyarakat multikultural. Pendidikan hak asasi manusia mempunyai potensi besar memberikan kontribusi mendasar dalam menanamkan prinsip-prinsip demokrasi dan hak asasi manusia bagi siswa. Namun lingkungan sekolah yang menjadi tempat pelaksanaan pendidikan hak asasi manusia memiliki persoalan dan tantangan tersendiri yang berpotensi menghambat terlaksananya pendidikan hak asasi manusia. Sehingga diperlukan komitmen kuat dari sekolah untuk memaksimalkan potensi pendidikan hak asasi manusia dengan menciptakan lingkungan sekolah yang kondusif bagi terlaksananya prinsip-prinsip demokrasi atas dasar hak asasi manusia.Kata Kunci: hak asasi manusia, demokrasi, partisipasi, Human rights education is indispensable in preparing students who live in the context of a multicultural society. Human rights education has great potential to make a fundamental contribution in imparting the principles of democracy and human rights for students. However, the school environment where human rights education is implemented has its own problems and challenges that have the potential to hinder the implementation of human rights education. So it requires a strong commitment from schools to maximize the potential of human rights education by creating a school environment that is conducive to the implementation of democratic principles based on human rights.Keywords: human rights, democracy, participation,

INKLUSIVISME KONSEP ETIKA RELIGIUS PADA MATERI PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASAR

Kajian tentag konsep etika religius pada tingkat sekolah dasar menjadi sangat penting karena ia merupakan basis etis dalam menjalankan pralaku beragama. Dalam konteks pendidikan agama Islam di sekolah dasar, etika religius bisa ditemukan terutama pada materi PAI. Etika religius yang tersebar pada semua materi PAI tersebut secara umum mengandung basis etis bagi inklusivisme. Sebagai sebuah konsep yang inklusif, etika tersebut bisa menjadi modal penting baik bagi guru maupun siswa mengingat kedua sekolah tersebut terdiri dari guru dan siswa yang multikultur, baik dari sisi etnis, agama, maupun budaya. Kajian ini bertujuan untuk menemukan konsep etika religius yang tersebar pada materi PAI dan menemukan inklusivisme pada konsep etika religius dalam materi PAI. Peneliti menggunakan perpaduan antara kajian teks dan penelitian kualitatif berjenis fenomenologi. Hasil penelitian menemukan tiga hal. Pertama, berdasarkan pemetaan yang dilakukan peneliti, konsep etika religius tersebut meliputi etika ketuhanan, etika kenabian, etika keagamaan, etika kemanusiaan, etika kebangsaan, dan etika lingkungan. Kedua, inklusivisme bisa ditemukan dalam konsep etika religius. Secara umum konsep-konsep etika riligius yang tersebar dalam materi PAI mengandung pemikiran, nilai, sikap dan tindakan inklusif. Ketiga, pada domain pembelajaran, konsep etika religius tersebut juga berkaitan dengan inklusivisme pada aspek kognitif, afektif, psikomotorik, dan sosial. Kata Kunci: Inklusivisme, Konsep Etika Religius, Materi PAI. The study of the concept of religious ethics at the elementary school level is very important because it is the ethical basis for practicing religious practice. In the context of Islamic religious education in elementary schools, religious ethics can be found especially in the material of Islamic Education. The religious ethics that are spread across all the PAI materials generally contain an ethical basis for inclusivism. As an inclusive concept, ethics can be an important asset for both teachers and students considering that the two schools consist of teachers and students who are multicultural, both from an ethnic, religious and cultural perspective. This study aims to find the concept of religious ethics that is spread in Islamic Education material and to find inclusivism in the concept of religious ethics in Islamic Education material. Researchers use a combination of text study and qualitative phenomenological research. The results of the study found three things. First, based on the mapping conducted by researchers, the concept of religious ethics includes divine ethics, prophetic ethics, religious ethics, human ethics, national ethics, and environmental ethics. Second, inclusivism can be found in the concept of religious ethics. In general, the concepts of religious ethics that are spread in PAI materials contain inclusive thoughts, values, attitudes and actions. Third, in the learning domain, the concept of religious ethics is also related to inclusivism in cognitive, affective, psychomotor, and social aspects.Keywords: Inculusivism, religious ethics, subject matter of religious education.

KOMPETENSI MULTIKULTURAL GURU PENDIDIKAN AGAMA ISLAM

Indonesia sebagai negara majemuk dengan keberagaman budayanya memerlukan sosok guru yang mempunyai kompetensi multikultural dalam proses pendidikannya. Hal ini didasarkan pada pentingnya guru yang menyadari realitas kehidupan bangsa Indonesia. Terlebih lagi bagi guru Pendidikan Agama Islam yang menginternalisasikan nilai-nilai agama kepada peserta didik. Ia dituntut untuk dapat melaksanakan proses pembelajaran sesuai dengan realitas bangsa yang multikultur, oleh karena terkadang agama dijadikan alasan untuk abai terhadap keragaman budaya serta bersikap eksklusif kepada peserta didik. Kajian ini berupaya untuk mendeskripsikan dan menganalisis kompetensi multikultural guru PAI dan implementasinya dalam pembelajaran. Lokus kajian ini berada pada forum Musyawarah Guru Mata Pelajaran Pendidikan Agama Islam kabupaten Mojokerto. Penelitian ini menggunakan metode fenomenologi dengan arti bahwa bagaimana guru menyadari keberagaman yang ada dalam kehidupan terhadap relevansi kebutuhan kompetensi multikultural guru PAI. Hasil penelitian menyatakan pertama bahwa dalam konteks kehidupan multikultural dan keragaman peserta didik, guru PAI dituntut untuk mempunyai kompetensi keilmuan, multikultural, profesional, sosial dan leadership. Kedua, ruang lingkup kompetensi multikultural dapat diklasifikasikan pada aspek sikap positif, basis pemahaman multikultural, skill pedagogi dan kompetensi leadership guru PAIKata Kunci: Kompetensi Multikultural, Guru PAI As a pluralistic country, Indonesia with its cultural diversity requires a teacher having multicultural competence in the educational process. Based on the importance of teachers who are aware of the realities of Indonesian life. Especially for Islamic Religious Education teachers who internalize religious values to students. The Required teacher can carry out the learning process appropriate towards the reality of a multicultural nation because occasionally belief in religion was taken as an excuse to ignore cultural diversity and having exclusive on facing students. This study aims to describe and analyze the multicultural competence of Islam Education teachers and its scope. The study focused on the Forum on Islam Education Subject Teacher for junior high school in Mojokerto regency. The research uses the phenomenological method, it means teacher awareness of diversity, needs multicultural competence. The research states, first, in the context of multicultural life and diversity of students, craved Islam education teachers who have a knowledge base, multicultural, professional, social, and leadership competencies. Second, the scope of multicultural competence can be classified into aspects; positive attitudes, the basis of multicultural understanding, pedagogical skills, and leadership competencyKeywords: Multicultural Competence, Islamic Education Teacher

THE IMPORTANCE OF INTEGRATING MULTICULTURALISM IN TEACHING COMMUNITY INTERPRETING

Globalization and massive development in communication and information technology generates multiculturalism in the last few years. It enables people live their originality consciously and without authorization of the other cultures. In other words, multiculturalism is a cultural wealth for living together. Furthermore, people who have different cultures consider that it is necessary to find a way to have proper intercultural communication especially when they live together. Multiculturalism is considered compulsory for social diversity including its appearance and recognition. Moving from this thought, interpretation, a social phenomenon between different languages and cultures has an undeniable function especially for community interpretating. The function of community interpreting and intercultural communication is multifaceted. The community interpreter has to know the languages, the cultures they belong to, their social structures, world understandings and value judgments. Multiculturalism needs social and cultural diversity. Therefore, a community interpreter has to apply every culture’s necessities equally besides the interpreting procedures. In multicultural societies formed by different cultures, community interpreting plays a pivotal role in order to live together peacefully towards common boundaries. Community interpreting has a mission on conciliation and adaptation of different cultures and values. Community interpreting helps social structures compromise in the sense of multiculturalism and recognize their cultural background. This study will examine the necessity of multiculturalism integration in the teaching of community interpreting which has become more important in recent days. This is intended for communities with diverse cultures to continue their harmonious coexistence and to maintain their presence in the content of multiculturalism.Keywords: community interpreting, integration, multiculturalism

FORUM KERUKUNAN UMAT BERAGAMA (FKUB) DALAM PENANAMAN SIKAP TASAMUH MASYARAKAT

Penelitian ini bertujuan untuk mengkaji dan mengungkap tentang nilai-nilai sikap tasamuh/toleransi yang sudah ditanamkan oleh jajaran pengurus FKUB Jombang dalam perspektif pendidikan Islam di dua dusun, yakni dusun Ngepeh kecamatan Ngoro dan dusun Subontoro kecamatan Mojoagung. Penelitian ini merupakan penelitian deskriptif kualitatif, subjek dalam penelitian ini adalah pengurus FKUB, tokoh agama dan masyarakat juga perangkat desa/dusun dari 2 kecamatan (Ngepeh Ngoro dan Subontoro Mojoagung). Teknik pengumpulan data yang digunakan adalah pengamatan (observasi partisipan), wawancara dan dokumentasi. Teknik analisis data berlangsung secara simultan yang dilakukan bersamaan dengan proses pengumpulan data dan menarik kesimpulan atau verifikasi. Pemeriksaan keabsahan data menggunakan teknik trianggulasi, member check dan diskusi dengan kolega.Dengan menggunakan teori “qobul akhor” yang dicetuskan oleh Milad Hanna dan dipertajam dengan teori “al-insan madaniyyun bit-thob’i” oleh Ibnu Khaldun, penelitian ini memiliki beberapa kesimpulan. Berbagai nilai-nilai tasamuh yang juga disampaikan Mukti Ali juga yang ditemukan di lapangan antara lain: Saling Menghormati dan Menghargai, Saling Mengerti dan Memahami, Kesadaran sikap Adil dan jujur, Mengakui hak orang lain, Berjiwa falsafah pancasila, Silaturrohim/Pertemuan dan Kunjungan kerja. Nilai-nilai sikap toleransi baik intern maupun antar agama benar-benar dapat dirasakan oleh masyarakat lintas agama Jombang dengan terwujudnya kerukunan dan kedamaian pada stabilitas kehidupan kerukunan yang ada pada daerah-daerah yang ada di kabupaten Jombang terfokus pada 2 dusun/desa yang ada di Jombang yakni Ngepeh Rejoagung dan Subontoro Mojotrisno Jombang.Kata kunci: FKUB, Tasamuh, Masyarakat Jombang. This study aims to study and reveal the values of tasamuh / tolerance that have been instilled by the FKUB Jombang management in the perspective of Islamic education in two hamlets, namely Ngepeh hamlet, Ngoro district and Subontoro hamlet, Mojoagung district. This research is a qualitative descriptive study, the subjects in this study were FKUB administrators, religious and community leaders as well as village / hamlet officials from 2 sub-districts (Ngepeh Ngoro and Subontoro Mojoagung). The data collection techniques used were observation (participant observation), interviews and documentation. Thedata analysis technique takes place simultaneously which is carried out simultaneously with the data collection process and draws conclusions or verification. Checking the validity of the data used triangulation techniques, member checks and discussions with colleagues.By using the theory of "qobul akhor" which was coined by Milad Hanna and sharpened by the theory of "al-insan madaniyyun bit-thob'i" by Ibn Khaldun, this research has several conclusions. Various tasamuh values that were also conveyed by Mukti Ali were also found in the field, including: Mutual Respect and Respect, Mutual Understanding and Understanding, Awareness of Fairness and Honesty, Recognizing the Rights of Others, Having Pancasila Philosophy, Gatherings / Meetings and Work Visits. The values of tolerance both internally and between religions can truly be felt by the interfaith community in Jombang with the realization of harmony and peace in the stability of the life of harmony that exists in areas in Jombang district, focused on 2 hamlets / villages in Jombang. namely Ngepeh Rejoagung and Subontoro Mojotrisno Jombang.Keywords: FKUB, Tasamuh, Jombang Society

DIMENSI PENGURANGAN PRASANGKA DALAM PENDIDIKAN AGAMA ISLAM

Pengurangan prasangka (prejudice reduction) merupakan salah satu dimensi pendidikan multikultural. Multikultural sesungguhnya mengenali keragaman di sekitar individu agar dapat memahami suatu perbedaan sebagai sunatullah. Perbedaan memiliki peran penyeimbang yang baik dalam kehidupan, manakala setiap individu dapat menerimanya berdasarkan fitrahnya. Multikultural beragama didasarkan pada nilai-nilai universal yang diakui dan dianut oleh setiap pemeluk agama. Nilai-nilai tersebut membentuk pola hubungan yang harmonis dan humanis antar umat seagama maupun antar umat beragama. Keberagaman harus dirawat dan dijaga agar tidak memunculkan konflik sosial. Terjadinya konflik sosial disebabkan banyak faktor, diantaranya ketidakadilan, kesenjangan sosial, maupun adanya kecurigaan (prasangka buruk) terhadap orang lain. Prasangka buruk (سوء الظن) dapat memicu dan menimbulkan disharmoni relasi sosial. Membangun dan menciptakan lingkungan yang harmonis, toleran, humanis, dan demokratis diperlukan keseimbangan olah pikir, olah rasa, dan olah hati.Kata kunci: dimensi, prasangka, pendidikan agama Islam Prejudice reduction is one of the dimensions of multicultural education. Multiculturalism actually recognizes the diversity around individuals in order to understand a difference as sunatullah. Difference has a good balancing role in life, when each individual can accept it based on their nature. Religious multiculturalism is based on universal values that are recognized and embraced by every religious adherent. These values form a pattern of harmonious and humanist relationships between people of the same faith and between religious communities. Diversity must be cared for and maintained so as not to create social conflicts. The occurrence of social conflicts is caused by many factors, including injustice, social inequality, and suspicion (prejudice) against others. Bad prejudice (سوء الظن) can trigger and cause disharmony in social relations. Building and creating a harmonious, tolerant, humanist, and democratic environment requires a balance of thought, feeling, and heart.Keywords: dimensions, prejudice, Islamic religious education

INTEGRASI NILAI MULTIKULTURAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI DAERAH PASCA KONFLIK

Artikel ini berkenaan dengan integrasi nilai multikultural dalam pembelajaran PAI di sekolah dengan setting sosial masyarakat Poso pasca konflik yang sedang membangun perdamaian. Penelitian ini bertujuan untuk mengungkapkan proses integrasi nilai multikultural dalam pembelajaran PAI di SMKN 1 dan SMAN 3 Poso, Sulawesi Tengah. Penelitian ini menggunakan pendekatan kualitatif dengan studi multisitus di dua sekolah yang memiliki karakteristik umum yang sama. Teknik pengumpulan data, yaitu: wawancara mendalam, observasi partisipan dan studi dokumentasi. Analisis data dilakukan dengan metode komparatif konstan untuk menemukan persamaan, perbedaan dan hubungan temuan penelitian di kedua situs. Hasil penelitian ini menunjukkan bahwa nilai multikultural yang diintegrasikan di kedua sekolah adalah kontekstual dengan realitas keragaman peserta didik, masyarakat dan upaya membangun perdamaian di sekolah dan daerah Poso pasca konflik. Kemudian, nilai multikultural yang diitegrasikan bersifat universal yang mencakup: saling memaafkan, kasih sayang, saling menghormati, kepedulian, toleransi, kebersamaan dan perdamaian. Proses integrasi nilai multikultural dilakukan melalui empat pendekatan, yaitu: formal-tekstual, sosial-kontekstual, kontributif-kultural dan aditif-tematik dengan empat bentuk integrasi, meliputi: normatif, interpersonal, sosial dan budaya lokal.Kata Kunci: Integrasi, Nilai Multikultural, Pembelajaran PAI, Perdamaian, Sekolah Pasca Konflik This paper deals with multicultural values integration in Islamic education learning takes place on the social setting of post-conflict schools and society who are building peace. The purpose of this study is to reveal the process of multicultural values integration in Islamic education learning at di SMKN 1 dan SMAN 3 Poso, Central Sulawesi. The study is a qualitative approach with multi-sites study in two schools with same general characteristics. The data collection techniques are: in-depth interview, partisipant observation, and document study. Analysis was carried out by comparative constant analysis to find smillarities, difference, and correlation of the results of the research in two schools. The results of the study indicate that integration of multicultural values in Islamic education learning in both schools are contextual with the reality of students diversity, society and effort to build peace in the post - conflict schools and Poso area. Then, the integrated of multicultural values is universal. The values are forgiveness, compassion, mutual respect, care, tolerance, togetherness, and peace. The process of multicultural values integration in Islamic education learning in both schools has been performed through four approaches. The approaches consist of: formal-textual, social-contextual, contributive-cultural, and additive-thematic. While its forms of the integration include: normative, interpersonal, social, and local culture.Key Words: Integration, Multicultural Values, Islamic Educatin Leaning, Peace, Post-Conflict Schools

KIAI DAN PENGEMBANGAN NILAI-NILAI MULTICULTURAL DI PONDOK PESANTREN AMANATUL UMMAH, PACET MOJOKERTO

Multikulturalisme sesungguhnya sangat dekat dengan Islam. Nilai-nilai multicultural berjalan beriringan dengan nilai-nilai ajaran Islam. Implementasi dan praktik multikulturalisme di dunia pendidikan Islam telah berjalan dalam kehidupan alamiah masyarakat pesantren. Namun, multikulturalisme di pesantren tidak dapat dipisahkan dari peran serta seorang kiai sebagai pimpinan tertinggi. Tulisan ini mengungkap nilai multikultural yang terdapat dalam kehidupan alamiah masyarakat pesantren; ketika santri belajar, di asrama, mengaji, ketika santri makan, shalat, membaca wirid dan sebagainya. Selain itu, tulisan ini mengungkap keberadaan sosok kiai yang menjadi aktor dibalik berkembangnya nilai multikultural. Nilai-nilai multicultural diungkap dengan menelisik kehidupan sehari-hari santri, yang dalam pembumian nilai-nilai multicultural berjalan dengan alami. Dibalik itu semua, terdapat pola atau model yang dikembangkan oleh kiai yaitu; membentuk komunitas multicultural menghindari konflik sectarian menumbuhkan Islam moderat dan menangkal ideologi radikal.Kata Kunci: Kiai, Pondok Pesantren, Nilai-nilai Multikultural Multiculturalism is highly relevant to Islam. Multicultural values go alongside Islamic values. The implementation and practice of multiculturalism in Islamic education has been running in the natural life of the pesantren community. However, multiculturalism in pesantren cannot be separated from the participation of a kiai as the highest leader. This paper reveals the multicultural values found in the natural life of the pesantren community; when the students study, in the dormitory, the Koran, when they eat, pray, read wirid and so on. In addition, this paper reveals the existence of a kiai figure who is the actor behind the development of multicultural values. Multicultural values are revealed by examining the daily life of students, which in the grounding of multicultural values runs naturally. Behind all that, there are patterns or models developed by the kiai, namely; building multicultural communities — avoiding sectarian conflicts — fostering moderate Islam and countering radical ideologies.Keywords: Kiai, Islamic Boarding School, Multicultural Values

PENDIDIKAN AGAMA ISLAM MULTIKULTURAL BERBASIS TASAWUF (Kajian fenomenologis pada Senenan dan Selosoan di Pondok Pesantren Ngalah)

Islam hadir memberikan petunjuk bagi umat manusia, karena ajarannya penuh dengan nilai dan norma yang menerangi jalan menuju kebahagiaan sejati dunia akhirat, akan tetapi nilai dan norma yang terkandung di dalamnya tidak serta merta dapat diraih tanpa proses pembelajaran yang tepat, efektif dan efisien, mempertimbangkan dimensi, hakikat dan tujuan penciptaan manusia secara keseluruhan. Fokus utama penelitian ini didasarkan pada fenomena keagamaan pada Seninan dan Selosoan yang dilaksanakanakan di Pesantren Ngalah, yaitu tentang:1) nilai-nilai islam multikultural apa saja yang diajarkan pada Seninan dan Selosoan, 2) bagaimanakah proses pembelajaran pendidikan agama Islam multikultural yang didasarkan pada nilai-nilai pendidikan pada Senenan dan Selosoan, dan 3) bagaimanakah model pendidikan agama islam multikultural yang diajarkan pada Seninan dan Selosoan dalam pengembangan sikap multikultural. Dari kajian lapangan diperoleh temuan: Pertama, nilai yang diajarkan pada Senenan dan Selosoan bersumber dari eksistensi pendidik yang diaktualisasikan secara tekstual dan kontekstual yang menghasilkan:11 nilai. Kedua proses pembelajaran dilakukan dengan dua modus. Ketiga, model pendidikan agama islam multikultural yang diajarkan pada Senenan dan Selosoan dalam mengembangkan sikap multikultural menggunakan model pendekatan transformatif transendental.Kata kunci: Pendidikan, Agama Islam, Senenan dan Selosoan, Sikap,Multikultural. Islam presents instruction for mankind, because its teachings are full of values and norms that illuminate the path to the true happiness in the hereafter, but the values and norms contained in it do not necessarily achieve without a proper, effective and efficient learning process, considering the dimensions, the nature and purpose of human creation as a whole. The main focus of this research is based on religious phenomena in the Seninan and Selosoan conducted at the Ngalah Islamic Boarding School, which are about: 1) the values of the multicultural Islam are taught in the Seninan and Selosoan, 2) how is the learning process of multicultural Islamic religious education based on the values of education in Seninan and Selosoan, and 3) how is the multicultural Islamic religious education model taught in Seninan and Selosoan in developing multicultural attitudes. From the field study, it was found that: First, the values taught at Senenan and Selosoan were derived from the existence of educators both are textual and contextual which produce: 11 values. Both learning processes are carried out in two modes. Third, the multicultural Islamic religious education model taught at Seninan and Selosoan in developing multicultural stance using a transcendental transformative approach model.Keywords: Education, Islamic religion, Senenan and Selosoan, Attitude, Multicultural.

MANAJEMEN SUMBER DAYA INSANI

Pada dasarnya setiap organisasi tidak akan lepas dari keberadaan sumber daya insani yang dapat membantu melaksanakan serangkaizin aktivitas dalam pencapaian tujuan organisasi. Untuk itu diperlukan pula peran aktif manajer dalam memahami dan mengelola orang-orang yang ada dalam organisasi. Pengelolaan sumber daya insani harus dilakukan secara efektif dan efisien. Manajemen Sumber Daya Insani (MSDI) ini tidak saja mengandalkan pada fungsi manajemen seperti perencanaan, pengorganisasian, pengarahan dan pengendalian, namun pada implementasinya, mengandalkan pada fungsi operasional manajemen SDM seperti rekrutmen, seleksi, penilaian prestasi, pelatihan dan pengembangan, serta praktek pemberian kompensasi.Kata kunci: manajemen, fungsi, organisasi, keberadaan Basically, each organization will not be separated from the existence of human resources that can help carry out a series of activities in achieving organizational goals. This requires an active role of managers in understanding and managing people in the organization. Human resource management must be carried out effectively and efficiently. This Islamic Human Resource Management (MSDI) not only relies on management functions such as planning, organizing, directing and controlling, but in its implementation, relying on operational HR management functions such as recruitment, selection, performance appraisal, training and development, and the practice of compensation.Keywords: management, function, organization, existence