Membangun Imunitas Anti Radikalisme pada Anak Usia Dini melalui Pembelajaran Berbasis Nilai-Nilai Pesantren

Abstract

Penelitian ini bertujuan untuk menggagas konsep penanaman sistem imunitas anti-radikalisme pada anak usia dini melalui habituasi dan pendekatan proses pembelajaran berbasis nilai-nilai kepesantrenan. Wacana radikalisme, maupun intoleransi beragama dipandang sebagai suatu bentuk pemikiran yang sangat berbahaya bagi keutuhan negara serta bertentangan dengan nilai-nilai ajaran agama. Lembaga pesantren diharapkan dapat memberikan warna bagi terwujudnya upaya internalisasi nilai-nilai akhlakul karimah bagi anak usia dini. Melalui pendekatan kualitatif, pengambilan data dilakukan berbasis wawancara, observasi, dan dokumentasi. Objek penelitian dilakukan kepada Kepala Sekolah dan lima guru di sekolah Raudatul Atfal Nurul Ansor di Kabupaten Bandung. Analisis data menggunakan kerangka Miles dan Huberman. Hasil menunjukkan bahwa membangun imunitas anti-radikalisme dibangun atas empat pilar fundamental: 1) Membumikan Nilai-nilai kepesantrenan seperti menghargai pendapat, menjaga ukhuwwah, toleransi, 2) Penguatan Muatan Kurikulum Program Kegiatan Anak Berbasis Agama, 3) Metode Pembelajaran Berbasis Pendekatan Anak, 4) Habituasi dan Kultur. Implikasi riset sebagai salah satu upaya preventif pencegahan radikalisme berbasis nilai kepesantrenan

Salafi Madrasa, Nation, and (Pseudo-) Nationalism: A Case Study of Two Islamic Education Institutions in Indonesia

“…In the development of operational management systems in educational institutions belonging to the Salafi community, there is generally a dual curriculum used, in which the national curriculum is the most important to use in accordance with the demands of the education law which requires the use of the national curriculum (Yati & Yaswinda, 2019). On the other hand, the use of the local curriculum will also support the mission of the salafi movement by adopting the Saudi Arabian curriculum (Islamy et al, 2022). Of course, the obstacle in developing a management system is relatively there because there is a dualism of curricula used in two different countries.…”

The Influence of Teacher’s Personality Competence, Curriculum, and School Climate on Student’s Morals

“…The uniqueness of Islamic boarding school as an educational institution is that it is not pursuing the interests of power, money, and worldly grandeur, but instilled in them that learning is solely an obligation and dedication to God (Zuhriy, 2011). Islamic boarding school education does not only have educational facilities and practices, but also instills a number of values or norms (Islamy et al, 2022;Thoha, 1990) The inculcation of Islamic religious values is the main goal of the Islamic boarding school so that the students have a good attitude and good manners that reflect pious and pious students (Ghazali, 2003). Therefore, the existence of Islamic boarding school as one of the educational institutions has a great responsibility in fostering the morals of the students.…”

The Effect of Reflective-Impulsive Conceptual Thinking Style Models and Learning Models on Learning Outcomes of Complex Analysis by Controlling Students' Initial Knowledge

“…This can be realized by carrying out reforms in education. Educational reform must be directed to learning according to the constructivism paradigm (Islamy et al, 2022;Plummer et al, 2017). This reform should be interpreted as a change in thinking and a commitment to self-development.…”