This article is a study of the harmonization of Islam, Christianity, and Buddhism in SD Negeri (State Elementary School) 46 Hulontalangi, Gorontalo City. The school plays important roles because it is the first state school in Gorontalo City that develops and implements the concepts of religious harmony and pluralism in a school environment. This research is a qualitative study which uses three data collection methods, namely: (1) observation, (2) in-depth interviews, (3) documentation. The findings show that the implementation of religious harmony is manifested in religious, social, and cultural cooperation. The cooperation has become a habit that affects the outlook and actions of all school members in their daily lives. The habit is inseparable from the role of teachers, parents, students, and all school residents who become teachers and learners from their environment. It results in harmony cooperation, namely cooperation that is not only in the form of ideas and words but also affects the social environment. Thus, what has been implemented at this institution can be an alternative solution for schools or other institutions on how religious pluralism can be facilitated and placed in the right position and needs.
Tema Rumah Moderasi Beragama: Perspektif Lintas Keilmuan, merupakan titik pijak dari diskusi buku ini,dengan mempertimbangkan pentingnya gagasan moderasi beragama di tengah-tengah berbagai serbuan paham, maupun gerakan sosialkeagamaan yang terus menguji nilai-nilai ke-Indonesiaan kita sebagai masyarakat yang majemuk.
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.
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