Inclusivism of Religious Education Teachers in Indonesia

Hayadin, Hayadin; Mastiyah, Iyoh; Muntafa, Farhan; zada, Hamami

doi:10.18784/analisa.v4i01.791

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…Kemunculan CMM oleh NU dan Muhammadiyah dengan mengusung Islam moderat kiranya perlu mendapat dukungan dari seluruh elemen masyarakat Islam Indonesia, sebab bagaimanapun juga, Indonesia adalah "negerinya kaum Muslim moderat" (Alagha, 2015;Hayadin et al, 2019;Huriyah et al, 2020), demikian penilaian Abdurrahman Wahid. Dalam konteks ini, Kementerian Agama sebagai lembaga formal milik pemerintah telah berupaya untuk menanamkan Islam moderat bagi Islam Indonesia.…”

Section: Pendahuluanunclassified

Penerapan Nilai Islam Moderat Dalam Pembelajaran Pendidikan Agama Islam di Perguruan Tinggi

Sodikin

Ma`arif²

2021

EDUKASI

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This article uses a qualitative type with a case study approach and a multi-case design. The research sites are at the University of Muhammadiyah Malang (UMM) and the Islamic University of Malang (UNISMA). Data analysis in this study used cross-case data analysis, namely comparing the findings obtained from each case and location. This article aims to describe and analyze the moderate Islamic value in Islamic education learning at the University of Muhammadiyah Malang and the Islamic University of Malang. The results of this article are: The first moderate Islamic values developed are tolerance, tajdid, tajrīd, al tawasuth, al muwājahah, al tawāzun, al i'tidāl, musyārakah, harmony, togetherness, honesty and discipline, al muhāfadzotu 'ala qodīmi al sholeh wa al akhdzu bi jadīdi al ashlah. The implications of PAI learning are embedded in some moderate thinking about students and the entire academic community, the inherent shohihah aqidah and ahlussunnah wa al jamā'ah, and the absence of radical Islamic organizations at universities, and not allowed to cover the face (niqob) for women.AbstrakArtikel ini menggunakan jenis kualitatif dengan pendekatan studi kasus dan desain rancangan multikasus. Tempat penelitian ini di Universitas Muhammadiyah Malang (UMM) dan Universitas Islam Malang (UNISMA). Analisis data dalam penelitian ini menggunakan analisis data lintas situs, yaitu membandingkan temuan-temuan yang diperoleh dari masing-masing lokasi. Tujuan dari artikel ini adalah mendeskripsikan dan menganalisis nilai Islam moderat dalam pembelajaran PAI di Universitas Muhammadiyah Malang dan Universitas Islam Malang. Hasil artikel ini adalah: Nilai Islam moderat pertama yang dikembangkan adalah toleransi, tajdid, tajrīd, al tawasuth, al muwājahah, al tawāzun, al i'tidāl, musyārakah, harmoni, kebersamaan, kejujuran dan disiplin, al muhāfadzotu 'ala qodīmi al sholeh wa al akhdzu bi jadīdi al ashlah. Implikasi dari pembelajaran PAI tertanam oleh beberapa pemikiran moderat tentang mahasiswa dan seluruh komunitas akademik, shohihah aqidah yang melekat dan ahlussunnah wa al jamā'ah, dan tidak adanya organisasi Islam radikal di universitas, dan tidak diperbolehkan untuk menutupi wajah (niqob) untuk wanita.

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Section: Pendahuluanunclassified

Penerapan Nilai Islam Moderat Dalam Pembelajaran Pendidikan Agama Islam di Perguruan Tinggi

Sodikin

Ma`arif²

2021

EDUKASI

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“…inculcating Islamic values also occurs in other countries, for example, religious in Sweden (Berglund 2009). Research findings on the involvement of general subject teachers and extracurricular activities recommend the importance of government attention in developing teachers' capacity to teach Islamic values because quality education is one of the keys to a successful educational program (Jackson and Everington 2017;Hayadin et al 2019). According to Saada (2019), the teacher tends to use competence to combine the aspects of naql in the transmission of religious knowledge and rational thinking in a balanced way, therefore the religion is relevant to the life needs of multicultural and multi-religious communities.…”

Section: Involvement Of Extracurricular Activities Inmentioning

confidence: 99%

Transmission of Islamic Values in Public School: A Study at State Senior High School 5 Yogyakarta

Suyatno

Hayati

Wantini

2020

j. of soc. sci. and relig.

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The process of transmitting Islamic values to the younger generation remains an appealing study as Indonesia is a country with the largest Muslim population in the world. Unfortunately, previous studies on this topic focused more on the process of transmitting these values through formal and informal religious based educational institutions. This research took a unique position to study the Islamic values transmission within non-religious based public school. This qualitative research employed the case study approach to examine the process of instilling Islamic values in public schools. Data were collected through in-depth interviews, observation, and study of relevant documentation. The collected data were analyzed using the inductive interactive techniques of the Miles and Huberman models. This study showed that 1) the values of iman-taqwa (faith-piety) and akhlaq mulia (good morals) were an important embodiment of affection-based educational programs in schools. 2) These values were instilled by the school through a habituation process, supported by the function of the principal and teachers as role models and the important role of Rohis (Islamic organization). The inculcation of Islamic values was not only carried out by religious education teachers, but also transmitted by secular subject teachers as well as extracurricular activities. The findings of this study confirmed that public schools in Indonesia were now transformed as important instruments for the transmission of Islamic values to young Muslims. This research suggests important recommendations on the need to develop the capacity of teachers in schools to make them agents of moderation of Islamic values.

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“…Negative behavior is a result of religious attitudes, and religious attitudes result from the quality of a person's understanding (Noer et al, 2017). Negative religious behavior can be avoided with various factors such as knowledge, gratitude, and correct religious beliefs (Andry B., 2023;Hayadin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Religious Values in Building Diversity Attitude of High School Students in the Modern Era

Nurdiyanto,

Muhammad Polem,

Ningsih

et al. 2024

jkpi

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The aim of this research is to analyze and examine in depth how the instillation of religious values contributes to developing the religious attitudes of high school students and the challenges faced in forming the religious attitudes of high school students in the modern era. Meanwhile, the approach taken in this research uses a qualitative approach with the library research method. The data source for this research combines two primary and secondary sources. Primary media include journal articles, e-books, websites, and other internet media. Meanwhile, secondary sources include online proceedings, magazines, newspapers, and other sources related to the discussion theme. The data collection techniques collect the sources that have been mentioned, classify them, and then draw conclusions. Meanwhile, what is used in this research is a descriptive analysis technique, namely by integrating general knowledge, then drawing specifically (inductively) based on the results of literature findings, which have been carried out with the stages of collecting secondary and primary data, then classifying the data, displaying the data, and then interpreting it to produce knowledge for drawing. conclusion. The results of the research found that instilling religious values in developing students' religious attitudes includes: (1) the role of educators in instilling religious values; (2) the challenges of religious attitudes in the modern era; (3) the implementation of a religious values instillation program; (4) the relationship between religious attitudes and technological developments; and (5) the influence of the school environment in forming religious attitudes. So it can be concluded that the value of worship, the value of the spirit of jihad, the value of morals, the value of example, and the value of trust and sincerity of these five are the core values of the religious values as the basis.

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Inclusivism of Religious Education Teachers in Indonesia

Cited by 4 publications

References 2 publications

Penerapan Nilai Islam Moderat Dalam Pembelajaran Pendidikan Agama Islam di Perguruan Tinggi

Penerapan Nilai Islam Moderat Dalam Pembelajaran Pendidikan Agama Islam di Perguruan Tinggi

Transmission of Islamic Values in Public School: A Study at State Senior High School 5 Yogyakarta

Investigation of Religious Values in Building Diversity Attitude of High School Students in the Modern Era

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