Student Radicalism Ideology Prevention Strategy: A Study at an Islamic Boarding School in Jabal Nur, North Aceh, Indonesia

Subhani,; Yani, Ahmad; Arifin, Awaludin; Aisyah, Ti; Kamaruddin,; Alfiady, Teuku

doi:10.1108/978-1-78756-793-1-00019

Cited by 4 publications

(5 citation statements)

References 2 publications

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“…This Dayah has an ideology that combines Islamic culture, and the local wisdom of the Acehnese people in the field of education and religion which becomes an educative, natural, and democratic social movement (Hanafiah, 2018). Islamic Boarding School of | 79 | Jabal Nur Aceh has a moderate ideological network because here it applies the curriculum from the Ministry of Religion, extracurricular activities of students with sports activities, Arabic calligraphy, language learning, a boarding system with a duration of 24 hours, implementing prevention of radicalism through habituation and acculturation of moderate Islamic traditions, and teaching students with the Al-asfar book which contains deradicalization (Subhani et al, 2018). Dayah Mudi Mesra, Samalanga, Aceh has a moderate ideological network that adheres to the fiqh school of Imam Syafi'i which is Ahlussunnah Waljamaah (Latif et al, 2021).…”

Section: B Islamic Education Ideology Network In Islamic Boarding Sch...mentioning

confidence: 99%

“…al., 2020). In Aceh, Islamic educational institutions with a nationalist-religious, nationalist ideology have developed (Akmal & Heru, 2021), moderates who apply the concept of Wasatiyyah Islam (moderate Islam) (Islamiyah, 2022), radical, Salafi-Wahabi (Subhani et. al., 2017) which seeks to Islamize, returning all concepts, curricula, and subject matter to the Quran and Sunnah (Sartika & Rika, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Network Of Islamic Education Ideology in Aceh Islamic Boarding Schools: A Systematic Literature Review

Ibda,

Sofanudin,

Syafi’

et al. 2023

At-Turats

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This study reviewed 53 articles on Islamic education ideological networks in Islamic boarding schools in Aceh, Indonesia. This systematic literature review used the PRISMA protocol with the steps of identification, screening, eligibility, inclusion, abstraction, and data analysis assisted by the Publish or Perish 7, Mendeley, VOSviewer, and NVIVO 12 Plus applications. The search results obtained 544 Scopus-indexed articles, then filtered and 53 articles remained. The topic finding were: Islamic education ideology network, Aceh, Islamic boarding school, concept of Islamic education ideology, impact of Islam education ideology, Islam, pesantren, Indonesia, Islamic moderation, dayah, boarding school, which are directly connected, and Indonesian pesantren, anti-Muslim racism, formal religious education, Islamic culture, ISIS, terrorism, inter-religious relationship, Islamic religious college, cyberterrorism, deradicalization, curriculum development, curriculum, and dayah scholars. The findings of the articles were analyzed according to the topics defined through NVIVO 12 Plus and the results were described based on the research questions. The research findings explain that the ideology of Islamic education in Islamic boarding schools is a system of values, ideas, beliefs, and culture that is the basis for determining curriculum, teacher management, and learning. The ideological networks of Islamic boarding schools in Aceh are reform-modernist, traditionalist-Ahlussunnah Waljamaah, and Salafi-Wahabi which are developed based on typology, affiliation, characteristics, and curriculum. The ideology of Islamic education in Islamic boarding schools affects teachers, leaders, curriculum, learning, and society.

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Section: B Islamic Education Ideology Network In Islamic Boarding Sch...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Network Of Islamic Education Ideology in Aceh Islamic Boarding Schools: A Systematic Literature Review

Ibda,

Sofanudin,

Syafi’

et al. 2023

At-Turats

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“…Curriculum model in building student character (Nurhasnah et al, 2020). Islamic education curriculum model in preventing radicalism ideology (Subhani et al, 2018). Islamic boarding school curriculum development model in increasing competence (Susilowati, 2021).…”

Section: Introductionmentioning

confidence: 99%

Foundation of Islamic Education Curriculum (Study of Q.S. Al-‘Alaq 1-5) Perspective of Transcendental Structuralism

Subakat,

Harahap

2022

At-Turats

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The researcher's academic anxiety sees the problem of lagging in Islamic education because the curriculum foundation is not strong. The existence of a long debate regarding the form of Islamic education curriculum demonstrates the confusion about the basic structure or foundation. Philosophically, Q.S. al-‘Alaq 1-5 contains the message of the basic values of Islamic education. The theoretical claim in this paper is Q.S. al-‘Alaq 1-5 which is elaborated on the theory of transcendental structuralism that produces the basic concepts of the Islamic education curriculum. Implicitly, this study can be used as a theoretical framework to analyze the problems of the Islamic education curriculum in general. This study aims to explain the relationship between Q.S. al-‘Alaq 1-5 with the foundation of the Islamic education curriculum. The results of this study indicate that based on Q.S. al-‘Alaq 1-5, the foundation of the Islamic education curriculum consists of epistemology as a way of thinking, world view as a view of world, and ideology as a value order oriented to the integration of spiritualawareness, rationality awareness, ethical awareness, technological awareness and awareness of social transformation. The novelty of this paper is found in the analysis of transcendental structuralism of the verses of the Qur'an which produces the theory of Islamic education. This research can be said as the theorizing of the Qur’an or the science of Islam.

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“…The Helsinki between the Government of Indonesia and GAM, the Earthquake in 2004, the Tsunami, the Rehabilitation and Reconstruction, the Reintegration, and the sustainable peace (Marhaban, 2018). But from 2017, the discourse of youth involvement in Aceh changed into radicalism (Subhani et al, 2018).…”

Section: A Introductionmentioning

confidence: 99%

Youth Existence and Radicalism in Aceh, Indonesia

Ilyas

Ismail

Abdullah

et al. 2020

jip

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In general, the discourse on youth existence and radicalism in Aceh has been started by a radicalism map and ended by analyzing data on youth involvement in countering radicalism in Aceh. The data were presented from previous facts, media publications, interviews, and observations of various sources. The result of the analysis revealed that the intensity of radicalism discourse among youth had increased in 2017. It was the momentum of the development of radicalism discourse. It was reflected by the involvement of youth activists of various community, youth and university organizations in countering radicalism ideas in Aceh. Therefore, the challenge of youth existence in responding to religious radicalism unemployment and drug in Aceh is very important. It is perceived that not every single radical action reflects the ideological belief but due to social and political gaps.

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Student Radicalism Ideology Prevention Strategy: A Study at an Islamic Boarding School in Jabal Nur, North Aceh, Indonesia

Cited by 4 publications

References 2 publications

Network Of Islamic Education Ideology in Aceh Islamic Boarding Schools: A Systematic Literature Review

Network Of Islamic Education Ideology in Aceh Islamic Boarding Schools: A Systematic Literature Review

Foundation of Islamic Education Curriculum (Study of Q.S. Al-‘Alaq 1-5) Perspective of Transcendental Structuralism

Youth Existence and Radicalism in Aceh, Indonesia

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