Islamic Boarding School and the Deradicalization Efforts of Islamic Education in Madura

Abstract

Deradicalization has become a priority agenda of Islamic education studies in the last few decades. This study aims to comprehensively understand the efforts to deradicalize Islamic Education conducted by the Annuqayah Islamic boarding school in Madura, East Java, Indonesia. Researchers used qualitative methods with a case study. Data collection was done through in-depth interviews, documentation studies, and observations. The results of this study found ten efforts at deradicalization conducted by Annuqayah Islamic boarding school, i.e. (1) Reactualization of learning resources; (2) Strengthening anti-radicalism; (3) Increasing literacy and discussion skills; (4) Strengthening the spirits of nationalism; (5) Promoting the principle of wasathiyah (moderatism); (6) Applying the theological concept of Ahlus-Sunnah wal Jama’ah (the group who perform the sunnah); (7) Initiating anti-radicalism curriculum; (8) Implementing progressive manhaj; (9) Formulating halaqa (meetings) with ulama; and (10) Empowering friendship and brotherhood. The implications of this research provided considerations in evaluating the curriculum, teaching materials, and teaching and learning process to support the creation of Islamic education institutions that promote peace, non-violence, and rahmatan lil alamin.

Implementasi Strategi Kppe Untuk Akselerasi Internalisasi Islam Wasathiyah Di Indonesia

“…Akan tetapi, tren dalam beberapa dekade terakhir menunjukkan pengamalan Islam yang tidak tepat, yakni pengamalan Islam secara radikal atau liberal. Hal itu mengakibatkan dampak negatif, antara lain: (1) perpecahan antar umat beragama, (Dimyati, 2017), (2) menjamurnya paham trans-nasional sehingga pengamalan agama dilakukan secara berlebihan, ekstrim, sempit, dan kaku, (Muchtar, 2013), (3) memahami teks referensi primer (Al-Qur'an dan Hadis) secara kaku atau terlalu longgar yang mengakibatkan paham dan perilaku radikal atau liberal, (Anwarudin, 2020), (4) pemahaman perempuan yang radikal dalam keluarga dan organisasi, (Rusmiati & Ritonga, 2019), (5) berkembangnya radikalisme di sekolah, (Saleh, Nudin, Khusaini, Alim, & Putri, 2019), (6) menimbulkan pemeluk agama yang intoleran, (Amar, 2018), (7) menimbulkan konflik antar masyarakat yang memiliki karakteristik multikultural, (Khairiah, 2021), dan (8) mengakibatkan rasa cemas di kalangan umat Islam terhadap kekerasan yang dilakukan oleh oknum yang mengatasnamakan umat Islam (Niam, 2019).…”

The Perspectives of Islamic Scholars on Religious Deradicalization and Social Media Roles

“…In other research, it was also found the importance of instilling a spirit of nationalism in Islamic educational institutions. 30 Kamil, as a member of the Tabligh Council of Islamic organizations, Muhammadiyah, expressed the importance of cultivating nationalism through puppet cultural performances. 31 National understanding is important as a unifier of differences.…”

Implementasi model pembelajaran aswaja untuk membentuk muslim berkarakter religius-nasionalis

“…Sementara penguasaan ilmu alat nahwu sharaf seakan menjadi tujuan utama, belum dimanfaatkan sepenuhnya untuk pendalaman ilmu-ilmu agama (Patriadi, 2015;Yaqin et al, 2020). Kurikulum pesantren yang dipadu dengan kurikulum nasional menjadi salah satu hal penting dalam pencegahan dan pengendalian paham radikal di Indonesia (Saleh et al, 2019).…”