Pembelajaran Pendidikan Agama Islam (PAI) Model Keberagamaan Inklusif untuk Mencegah Radikalisme Beragama Dikalangan Siswa SMA

Abstract

The phenomenon of religious radicalism has become a global threat of the 21 st century that phenomenon was a result of Islam as anaccused religion and was often associated with a terrorist religion. Educational institutions often "suspected" in creating of terrorists' generations because the content material of Islamic Religious Education Study was dogmatic, indoctrinated, and related to proselytizing spirit that confirms truth claims. Anyway, substance of instructional materials used in senior high school does not contain inclusive religious content so it can create an exclusive and intolerant religious behavior among senior high school students. The aim of this study; 1). Providing foothold among students of theological and sociological thinking and behavior in order to have an inclusive and tolerant religiosity 2). Deploying and seeding ideas and behavior of an inclusive and tolerant religiosity as a form of resistance ideology (deradicalization). 3). Filling the void literature Islamic Religious Education Study particular model of inclusive diversity relevant to mainstream Islam in Indonesia. To counteract the religious radicalism among students, the teaching material of Islamic Religious Education Study must contain religious inclusive content incorporating the teachings of Islam as a religion Rahmatan Lil Alamin, a religion of tolerance which is supported by the argument of the Quran and hadith. By using this model of teaching materials is expected of senior high school students have an inclusive religious behavior that is relevant to the character and Indonesian Islam mainstream in order to prevent radicalism behavior among senior high school students.

Implementation of Islamic Religious Education Learning in Higher Education on The Pandemic Period

“…While the learning objectives of PAI in higher education are for students' skills as provisions for teaching in schools and for their ability to apply them in everyday life. Islamic Religious Education Learning (PAI) in schools is teaching and learning process in which there is interaction and reciprocity between the teacher as a facilitator or transferring knowledge and scholarship as recipients of knowledge that is consciously carried out in a formal environment that is the school 23 .…”

PENDEKATAN SAINTIFIK UNTUK PENDIDIKAN AGAMA ISLAM Fenomena Pembelajaran PAI di SMA Rujukan Sidoarjo dan Implikasinya pada Sikap Spiritual Siswa

“…Model Pembelajaran PAI (Abdurrohman & Syamsiar, 2017;Suprapto, 2014) Penerapan (Ritonga, 2017) Epistemologi & Paradigma (Kholifah, 2016;Kusaeri & S.A.P., 2015b)(Al-Sharaf, 2007 Penelitian materi aqidah (Mundir, 2016) Integrasi Paradigma (Karwadi, 2008) Sinergi Pendekatan Saintifik-sikap spiritual (Susilana & Ihsan, 2014) Relasi Pendekatan Saintifik-Sikap Spiritual mapel sains (Ali et al, 2015;Hp et al, 2017;Khoiriyah et al, 2017;Widnyani et al, 2015;Yanuarta et al, 2017) Objek Penelitian Sekolah (Ariantini et al, 2014;Gusviani, 2016;Oviana, 2017) Kesenjangan teori spiritual dlm pendidikan (Mehrmohammadi, et al 2016;Yocum, Densmore-James, Staal, Pinkie, & Yocum, 2012) Spiritualitas dalam Pendidikan (Hartono, 2011;Kosasih, 2015;Rakhmanto & Shobron, 2015;Tobroni, 2014Tobroni, , 2015 gambar 2 ikhtisar Penelitian Terdahulu Suyono (2014) merangkum definisi belajar dan menyatakan bahwa belajar memiliki definisi dan batasan masalah yang berbeda-beda dari para ahli, akibatnya terdapat keragaman dalam menjelaskan dan mendefinisikan makna belajar. Witherington, menyatakan bahwa belajar merupakan perubahan dalam kepribadian, yang dimanifestasikan sebagai pola-pola respon baru yang berbentuk keterampilan, sikap, kebiasaan, pengetahuan dan kecakapan.…”

Penerapan Manajemen Pengembangan Minat dan Bakat untuk Meningkatkan Potensi Siswa di Madrasah

“…Anak berkebutuhan khusus ini memilki kelebihan yang sering disebut dengan kesulitan khusus baik dalam hal belajar ataupun perkembangan. Jadi karena itulah mereka perlu mendapatkan layanan pendidikan khusus yang disesuaikan dengan kebutuhan khusus atau hambatan tiap peserta didik (Abdurrohman & Syamsiar, 2017;Wathoni, 2013).…”