The Ministry of Religious Affairs of Indonesia continues to voice religious moderation to mainstream a peaceful Islamic discourse. This article aimed at looking at religious moderation values from several Islamic higher education institutions in Indonesia. The focus of article aims to find a pattern of the implementation of moderation in Islam in Islamic universities. This article discusses to what extent Islamic higher education institutions internalize religious moderation values to students. By conducting qualitative research, this article explores 3 Islamic higher education institutions in Indonesia: Universitas Islam Negeri Maulana Malik Ibrahim, Universitas Darussalam Gontor Ponorogo, and Ma’had Aly As'adiyah. The result shows that higher education institutions play a critical role in inculcating religious moderation values through pesantren institutions. The Pesantren universities have a role in transmitting moderate Islamic values through their curriculum and various religious activities. This research reveals that religious moderation is implicated in these 3 Islamic universities. The curriculum is eclectic and reflects moderation values, such as national commitment, tolerance, non-violence, and local culture accommodation. This study concludes that the three pesantrenuniversities in Indonesia have a distinctive pattern of emphasizing moderation in the three areas: theoretical, practical, and ideological aspect.
;Ideal and professional profiles of teachers who are able to perform the task of teaching and education. That is to face the challenges in present and in the future . The expected professional teacher of Islamic studies (PAI) are: a) who has four main competencies pedagogic competence, professional, social, and personal competence , b )
who has expertise in Islamic studies and c ) a teacher of Islamic education (PAI ) which are not only experts in a variety of teaching methods but also an expert in applying the methods of education. Required Education and Workforce Education Institutions (LPTK) professional and ideal anyway. Among the traits LPTKs question is : a ) has a professional lecturer in the field, b ) has a curriculum that distinguishes between prospective teachers of religion in general secondary school ( high school ) and prospective teachers in certain subject areas Madrasah. c ) provide lecture material is not merely theoretical but balanced with practical lectures, d ) providing training and skills to prospective teachers in terms of
Diskursus tentang radikalisme agama di kalangan generasi muda Indonesia disinyalir semakin meningkat di era digital saat ini. Dalam konteks keagamaan, radikalisme agama dapat dimaknai sebagai fanatik terhadap suatu pendapat sehingga menolak pendapat orang lain, menutup pintu dialog dan mudah mengkafirkan kelompok yang berbeda paham dengan diri atau kelompoknya, serta pemahaman agama yang tekstual tanpa melihat dan mempertimbangkan esensi syariat (maqasid al-syari’ah). Radikalisme agama berawal dari cara pandang, sikap, dan prilaku beragama yang eksklusif. Oleh karena itu konsep moderat atau ‘wasatiyyah’ sudah seharusnya menjadi landasan dalam kebijakan untuk melawan narasi radikal beragama. Moderasi beragama akan mampu menjadi perekat antara semangat beragama dan komitmen kebangsaan. Penelitian ini bertujuan untuk melihat potret pemahaman moderasi beragama aktivis mahasiswa Kalimantan Timur sebagai respons atas meningkatnya pola pikir radikal dalam beragama di kalangan mahasiswa. Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif deskriptif. Data diolah dengan metode clustering dianalisis secara deskriptif dan disajikan dalam bentuk grafik dan naratif. Temuan penelitian ini menunjukkan bahwa di kalangan aktivis mahasiswa yang aktif berorganisasi, 57% menyatakan paham terkait moderasi beragama dan terdapat 43% yang belum paham memahaminya. Selain itu, masih ditemukan pola pikir yang mengarah kepada pola pikir eksklusif dan dapat menumbuhkan sikap ekstrem dan radikal dalam beragama, terutama dalam aspek wawasan keberagamaan yang meliputi penerimaan terhadap budaya, dan mudah menyesatkan amalan keagamaan yang berbeda dari amalan kelompoknya. Pemerintah dalam hal ini para stakeholder yang berkepentingan diharapkan mampu memfasilitasi penguatan moderasi beragama di kalangan mahasiswa sebagai bagian dari untuk mencegah lahirnya pola pikir, sikap, dan perilaku yang mengarah kepada radikalisme agama.
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