The Impact of Religious Obedience Against Religious Tolerance on Junior High-School Student

Rizal, Ahmad Syamsu; Rahmat, Munawar

doi:10.2991/isseh-18.2019.42

Cited by 8 publications

(10 citation statements)

References 4 publications

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“…The latest research show that intolerance among children and adolescents are worrying. SMP/MTs students were reported tolerant and they accounted for 59%, 41% were categorized intolerance with their low level of tolerance (Rizal & Rahmat, 2019). Other study reported that the religious tolerance scores of high school students are at a moderate level and low level (Firdaus & Rahmat, 2017).…”

Section: Introductionmentioning

confidence: 97%

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: 97%

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

2019

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“…The research results from SMP were interesting, as although the Muslim students in West Java were much more religious concerning theology and rituals than the Christians, they were intolerant. Hence, the Christian students were much more tolerant than Muslims but less religious, and no correlation was found between religiosity and tolerance (Rizal & Rahmat, 2019). Criticism of Religious Education in the United Kingdom builds exclusive diversity but fails to engender mutual understanding among adherents (Clayton & Stevens, 2018).…”

Section: How Is Islamic Religious Education (Pai) In Schools and Collmentioning

confidence: 96%

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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“…Other research results show that more than half of UPI and PTN-PTS students in West Java have an exclusive religious thinking style (Rahmat, 2012). In a 2016-2020 research, a larger part of the students stated that followers of religions outside of Islam were infidels and would go to hell, while Muslims were automatically believers and heavenly expert (Firdaus & Rahmat, 2016a;Rizal & Rahmat, 2019;Firdaus & Rahmat, 2020;. Then, only 15% of the 380 UPI and UNSIL students accepted the presence of minority Islamic schools, while 52% were neutral, and 33% rejected it (Rahmat & Firdaus, 2020b).…”

Section: Review Of Literaturementioning

confidence: 99%

Building Moderate Islamic Thoughts in Indonesian Students Through Dialogue-Argumentative Methods

Yahya

Rahmat

2021

Acad. J. Interdiscip. Stud.

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Although the Indonesian Constitution guarantees freedom of religion for every citizen, the problem of religious harmony is still existent. Intolerant Islamic groups are very active in voicing that non-Muslims and minority schools of thought are deviants and infidels. The term ‘religious harmony’ is one of the competencies in the national curriculum of universities but is unfortunately weak in implementation. These research results showed that most students have an exclusive and intolerant religious mindset. Therefore, this study aims to test the effectiveness of the dialogue-argumentative method in Islamic Religious Education (PAI) to build moderate thinking patterns among students by employing a quasi-experimental research method. The research sample, which comprised 300 students participating in the PAI course, was divided into 150 persons, each placed into the four experimental and control classes. Before and after the lecture, pre-tests and post-tests were provided for both groups of students. The research proved that the dialogue-argumentative method was a more effective alternative in building moderate Islamic thinking patterns among students. However, the researchers also need to find models, methods, or other means that are much more effective than these findings. Received: 25 January 2021 / Accepted: 24 March 2021 / Published: 10 May 2021

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The Impact of Religious Obedience Against Religious Tolerance on Junior High-School Student

Cited by 8 publications

References 4 publications

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

Building Moderate Islamic Thoughts in Indonesian Students Through Dialogue-Argumentative Methods

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