Today, we have to be more alert because media and technology tend to facilitate free sex behavior, that more sophisticate and easy to access. One example is via cellular phone, with parent and government more permissive to it. Giving sex education early is because human basic character forming is at children age. Psychoanalyst shows that early years of children growth giving effect to children basic character growth. Wrong education can affect and became cause of sexual deviation on their next phase of life. Early age sex education can became mean of undeviating sexual apprehension and act, positively.
The crucial phenomenon that is the background of this research is the strengthening of the seeds of radicalism in Public Universities. The academic community, such as lecturers and students, are not spared from being influenced by extremist-radicalist notions, even in the context of the University of Djendral Sudirman (Unsoed) Purwokerto, there are lecturers who are members of the ISIS network and several students who are members of the NII network. Therefore, it is important for higher education institutions to internalize religious moderation (wasathiyyah) to students, so as to form a moderate religious attitude and not easily influenced by extremist-radicalist religious understandings. The purpose of writing this article is to discover patterns of religious understanding of Unsoed Purwokerto students and strategies for internalizing Islamic moderation values to students to counteract radicalism. This article is field research with a qualitative-descriptive approach and uses observation, interview and documentation techniques in searching the data. The results of the study indicate that the pattern of religious understanding of Unsoed Purwokerto students tends to be not comprehensive. The process of internalizing the value of Islamic moderation to students is carried out through PAI courses, lecturer approaches in teaching (dialogical, rational, and anthropological), fostering Al-Qur'an Reading and Writing and interpretation and mentoring through the Islamic Religious Assistance Program (P2AI). The strategies to counter radicalism are providing national insight in collaboration with the TNI-POLRI, forming SMEs that are adaptive to culture and the arts, socialization and dialogue about terrorism and radicalism with the National Counter-Terrorism Agency, Campus News, providing an understanding of religious moderation in the academic community, legalizing extra organizations to have activities on campus internally, accommodating courses for Believers, and carry out nationalism internalization through Unsoed Identity and Civics Courses. Keywords: Islamic Moderation; Students; Public University; RadicalismABSTRAKFenomena krusial yang menjadi latar belakang penelitian ini adalah menguatnya benih-benih radikalisme di Perguruan Tinggi Umum. Civitas akademika, seperti dosen dan mahasiswa tidak luput terpengaruh oleh paham eksremis-radikalis, bahkan dalam konteks di Universitas Djendral Soedirman (Unsoed) Purwokerto terdapat dosen yang tergabung dalam jaringan ISIS dan beberapa mahasiswa yang masuk ke dalam jaringan NII. Oleh karena itu, menjadi penting Perguruan Tinggi melakukan internalisasi moderasi beragama (wasathiyyah) kepada mahasiswa, sehingga membentuk sikap keberagamaan yang moderat dan tidak mudah terpengaruh oleh pemahaman agama ektremis-radikalis. Tujuan penulisan artikel ini adalah untuk menemukan pola pemahaman keagamaan mahasiswa Unsoed Purwokerto dan strategi internalisasi nilai moderasi Islam kepada mahasiswa untuk menangkal radikalisme. Artikel ini merupakan penelitian lapangan dengan pendekatan kualitatif-deskriptif dan menggunakan teknik observasi, wawancara dan dokumentasi dalam pencarian datanya. Adapun hasil penelitian menunjukkan bahwa pola pemahaman keagamaan mahasiswa Unsoed Purwokerto cenderung tidak komprehensif. Proses internalisasi nilai moderasi Islam pada mahasiswa dilaksanakan melalui mata kuliah PAI, pendekatan dosen dalam mengajar (dialogis, rasional, dan atropologis), pembinaan Baca Tulis al-Qur’an dan tafsir serta mentoring melalui Program Pendampingan Agama Islam (P2AI). Adapun strategi untuk menangkal radikalisme yaitu memberikan wawasan kebangsaan bekerja sama dengan TNI-POLRI, membentuk UKM yang adaptif dengan budaya dan seni, sosialisasi dan dialog tentang terorisme dan radikalisme bersama Badan Nasional Penanggulangan Terorisme, Kampus Mengaji, memberikan pemahaman moderasi beragama pada civitas akademika, melegalkan organisasi ekstra beraktivitas di dalam internal kampus, mengakomodir mata kuliah bagi Penghayat Kepercayaan, dan melakukan internalisasi kebangsaan melalui mata kuliah Jati Diri Unsoed dan PKn.Kata kunci: Moderasi Islam; Mahasiswa; Perguruan Tinggi Umum; Radikalisme.
Abstrak: Nabi merupakan manusia berkarakter unggul dan ideal secara fisik dan psikis yang mampu menjalin komunikasi efektif dengan Tuhan dan malaikat serta menjadi rujukan setiap umat manusia dengan dasar pegangan kitab suci yang diturunkan kepadanya. Dengan potensinya, nabi mampu menyampaikan risalah yang visioner untuk membangun umat agar mereka semakin sejahtera secara utuh. Dengan empat sifat utama yang dimilikinya, yakni shiddiq, amanah, tabligh, dan fathanah, nabi menjadi figur yang selalu berpedoman pada nurani dan kebenaran, menjaga profesionalisme dan komitmen, mengusai keterampilan berkomunikasi, sekaligus mampu menyelesaikan masalah. Inilah nilai-nilai profetik yang diharapkan menjiwai pendidikan karakter yang ingin dibangun. Pendidikan profetik secara operasional akan menginternal dalam unsur-unsur pendidikan seperti tujuan, peserta didik, pendidik, kurikulum, media, dan evaluasi yang kesemuanya memuat sendi-sendi utama keprofetikan. Pendidikan karakter dalam perspektif profetik ini sebagai tawaran baru yang patut dipertimbangkan. Kata Kunci: pendidikan karakter, perspektif profetik, visioner CHARACTER EDUCATION IN A PROPHETIC PERSPECTIVE Abstract: The prophet is a human of noble character and ideal physically and psychologicall, who has the capability to communicate effectively with God and the angels and becomes the reference for man based on the holy book revealed to him. With his potentials, the prophet is capable of passing the vissionary teachings to build the community so that the members can be more holistically prosperous. With his four main characters, i.e., truthful, trustworthy, informative, and intelligent, the prophet becomes the figure who always follows the guidance of conscience and truth, maintains professionalism and commitment, masters the communication skills, and is simultaneously capable of solving problems. These are the prophetic values which are expected to inspire the character education developed. Prophetic education will operationally be internalized in the education elements such as goals, learners,educators, curriculum, media,, and evaluation, all of which contain the main prophetic aspects. Character education in this prophetic perspective is a new alternative that is worth considering. Keywords: character education, prophetic perspektive, vissionary
A. PENDAHULUANBudaya yang berkembang saat ini lebih berwarna Barat yang kapitalis dan materialis. Berbagai sisi kehidupan manusia cenderung diukur dan dinilai dengan materi (uang). Realitas menunjukkan kehidupan yang serba materialistik seperti ini menjauhkan manusia dari jati dirinya. Manusia menjadi terputus dengan manusia lain dan bahkan dengan Tuhannya karena belenggu uang dan harta. Kehidupan yang gersang penuh dengan keserakahan, kebencian, dan peperangan.Islam memberikan solusi dengan menghadirkan Nabi Muhammad yang membawa risalah kenabian yang secara faktual telah mampu mengubah sejarah gemilang dengan perkembangan peradaban yang benar-benar mencengangkan. Sosok Nabi dengan berbagai gerak perilaku dan keteladannya dijadikan sebagai "sunnah h} asanah" atau contoh ideal bagi setiap manusia yang mengharapkan hidup dalam kejayaan hakiki.
There are many efforts from Islamic education expert and practitioner to make student happy and easy to learn. From several strategy, Iqra’ model and quantum get much attention in Indonesia. Electivity and efficiency of this strategy have been acknowledged. Therefore, innovation has always been supported without abandon past learning strategy or classical strategy that has been practiced by pesantren and school. From Islamic education perspective, this article supposed to thrust enthusiasm to all to create and apply other creative innovation. .
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