Model Perkuliahan Pendidikan Agama Islam Yang Damai, Moderat, dan Toleran

Rahmat, Munawar

doi:10.21580/nw.2018.12.1.2180

Cited by 9 publications

(10 citation statements)

References 1 publication

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“…In higher education level, many students at UPI who served as respondents mentioned that they label infidels to non-Muslims. Therefore, they refuse adherents of other religions to occupy strategic positions such as governors in Muslim-majority areas (Rahmat, 2018). Therefore, it is necessary to find the most appropriate lecture method to improve harmony in life and religious pluralism.…”

Section: Introductionmentioning

confidence: 99%

Creating Religious Tolerance through Quran-Based Learning Model for Religious Education

2019

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Religious tolerance is one of the competencies listed in Indonesia higher education curriculum. There is a need to design learning model that can increase students’ religious tolerance in higher education. This study aims to produce a learning model for religious education which is based on the Quran to nurture students’ religious tolerance. To answer the problem of this study, a quasi-R&D model was chosen. This research is multi-years. In the first year (2019) a learning model was tested. The research findings showed that the lecture model was carried out in six stages: describing the Qur'anic view of the faith of adherents of non-Islamic religions; reminding students of the dangers of takfir; describing students’ common mistakes in assessing other religions; describing the main teachings of other religions correctly; searching for common denominator between Islam and other religions; and developing inclusive attitudes and religious tolerance. After being tested, this learning model has proven to be effective in increasing students' understanding of the basic teachings of other religions, in understanding of the basic teachings of Islam, in developing more robust understanding in their Islamic aqeedah, and being more inclusive and tolerant to adherents of other religions.

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Section: Introductionmentioning

confidence: 99%

Creating Religious Tolerance through Quran-Based Learning Model for Religious Education

2019

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“…Second, the approach has been proven to be successful in increasing the noble morals of students (Rahmat et al, 2016), particularly in enhancing their honesty . More broadly, the superiority of the madhhab typology method has increased students' understanding and acceptance of other religions and Islamic schools (Rahmat, 2018b), including NU-Muhammadiyah (Rahmat & Fahrudin, 2018) and Shia Islam . Hence, the madhhab typology method has enhanced students' understanding and religious tolerance of different Islamic schools.…”

Section: Discussion On Model Effectivenessmentioning

confidence: 99%

Trials of the Islamic Education Learning Model in Indonesian Universities: A Sufistic Approach as An Alternative

Rahmat

Yahya²

2020

IJHE

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The students of Indonesia University of Education (UPI) and Bandung Islamic University (UNISBA) typically practice religion as it was received from their parents and socio-religious environment. They Salat, which is the main prayer of Islam, simply abort their obligations, and after praying, immediately leave their prayer mats without making dhikr or remembering God first. Furthermore, they do not understand khushu` Salat, which involves remembering God throughout the prayer, along with the meaning of dhikr, and the importance of a Murshid, which is the Grand Shaykh of Sufi Order. They also view Sufism as non-Islamic teaching and are cynical about the practitioners. Therefore, this study aims to examine the effectiveness of the Sufistic learning model in Islamic Religious Education to improve students’ understanding of these teachings in a substantive and tolerant manner. This research used an R&D approach, and the stage that was performed involved the preparation of a draft model and associated trials. Meanwhile, the learning used the madhhab typology approach of the Sufi and Shari`a Islamic models. The trial results showed that the Sufistic approach was effective in increasing students’ understanding of Islamic teachings in a substantive and tolerant manner. Before learning, students were unaware of Sufi Islam and viewed it as a foreign influence. Also, they did not understand khushu` prayers, comprehend the importance of dhikr, nor that of learning from Murshid. After learning, they understood Sufism, accepted the teachings and did not consider them to be foreign influences, and also recognized Islam in a substantive and tolerant manner. Therefore, the Sufism approach is improving the quality of religion and tolerance of students, with the implication that the model is an alternative in learning Islamic education at universities.Objective: This study aims to examine the effectiveness of the Sufistic learning model in Islamic Religious Education to improve students’ understanding of Islamic teachings in a substantive and tolerant manner.Methods: A research and development (R&D) approach, which was performed in the preparation of a draft model and associated trials, was used. Meanwhile, the learning employed the madhhab typology approach of the Sufi and Shari`a Islamic model.Results: The trial results showed that the Sufistic approach in Islamic Education was effective in increasing students’ understanding of Islamic teachings in a substantive and tolerant manner. Before learning, students unfamiliar with Sufi Islam, saw it as a foreign influence, and did not understand khushu` Salat, which involves remembering God throughout the prayer. Also, they considered dhikr, which means to remember God, and learning from Murshid as unimportant. However, they understood Sufism, accepted it as Islamic teachings and not foreign influences, and recognized the religion in a substantive and tolerant manner after the learning process.Conclusion: The Sufism approach in Islamic Education has succeeded in improving the quality of religion and tolerance of students.

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“…7Facilitating students to present individual or group work, (8) Give a chance n to students to be able to actively interact and also express their opinions freely and openly. (9) familiarizing students to express their opinions freely and openly, (10) Providing solutions to students towards something that becomes a conversation so that it will bring mutual respect to the opinions of others, (11) Give a positive appreciation for whatever opinions expressed by students without cornering them, (12) Lecturers only facilitate learning activities by letting students work according to their respective abilities and ways, (13) Giving awards according to the ability of students without bias, (14) Reflect or assess activities that have been carried out consistently and programmed, (15) Appreciate the efforts or learning outcomes of students both individually and in groups objectively and fairly.…”

Section: Description Of Democratic Learning Modelmentioning

confidence: 99%

College Students’ Perception about the Implementation of Democratic and Humanist Learning Model in State Islamic Institute (IAIN) Sultan Amai Gorontalo

Asiah.T¹,

Anwar²

2019

Nadwa J. Pendidik. Islam

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This research aims to analyse the perception of students of Islamic Education Management Study Program at Faculty of Teacher Training and Education, Islamic State University (IAIN) Sultan Amai Gorontalo about the implementation of democratic and humanist learning model. The sample used in the research was 98 respondents. The data analysis technique used was descriptive statistic by using Weighted Means Score (WMS) formula. The research result about student perception showed that lecturers at Islamic Education Management Study Program had already been applied democratic and humanist learning model perfectly in the interactive learning condition. To realize a democratic and humanist learning model, lecturer figure is needed that has the knowledge and ability to develop a model of democratic and humanist learning. Abstrak<pre>Penelitian ini bertujuan untuk mengkaji dan menganalisis persepsi mahasiswa Prodi Manajemen Pendidikan Islam Fakultas Ilmu Tarbiyah dan Keguruan IAIN Sultan Amai Gorontalo tentang penerapan model pembelajaran yang demokratis dan humanis. Jumlah sampel adalah 98 responden. Teknik analisis data menggunakan statistik deskriptif dengan rumus Weighted Means Score (WMS). Hasil penelitian mengenai persepsi mahasiswa menunjukkan bahwa model pembelajaran demokratis dan humanis sudah diterapkan dengan baik dalam suasana pembelajaran yang interaksi dan interaktif. Untuk mewujudkan model pembelajaran yang demokratis dan humanis, diperlukan sosok dosen yang memiliki pengetahuan dan kemampuan untuk mengembangkan model pembelajaran demokratis dan humanis</pre>

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Model Perkuliahan Pendidikan Agama Islam Yang Damai, Moderat, dan Toleran

Cited by 9 publications

References 1 publication

Creating Religious Tolerance through Quran-Based Learning Model for Religious Education

Creating Religious Tolerance through Quran-Based Learning Model for Religious Education

Trials of the Islamic Education Learning Model in Indonesian Universities: A Sufistic Approach as An Alternative

College Students’ Perception about the Implementation of Democratic and Humanist Learning Model in State Islamic Institute (IAIN) Sultan Amai Gorontalo

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