Edukasia Islamika : Jurnal Pendidikan Islam

The Living Values Education (LVE) Approach Based on Religious Moderation at Sekolah Madania Bogor

2023-12-02T09:31:10+07:00

Character education has become increasingly crucial in facing the complexity of challenges in the 21st century. Education serves as one of the fundamental pillars in shaping individual character and personality. Amidst the growing religious and cultural pluralism, values-based education becomes more relevant in cultivating a generation with global awareness and inclusive attitudes. The purpose of this research is to delve into the implementation of Living Values Education (LVE) approach that integrates character values with the principles of religious moderationtn the Madania educational environment. This study uses a type of qualitative research method with a case study approach. The findings indicate that Madania School adopts the Living Values Education (LVE) approach by integrating an understanding of religious moderation to create an inclusive, multicultural learning environment that focuses on character development. This approach engages educators as role models in applying character values and encourages students to internalize these values through various daily activities and interactions.

Cultural Diversity Education in “Islam and Religious Moderation” Courses: Case Study in Islamic Higher Education

2023-12-24T10:22:41+07:00

This research aims to analyze the model for implementing cultural diversity education in Islamic and religious moderation courses at Islamic universities. Using qualitative methods. This research uses a narrative inquiry approach where data is collected through discussions and interviews. The collected data was analyzed using the Jean Clandinin model through filtering, grouping, and verifying narrative data. The findings of this research show that this implementation model involves several stages. First, provide an in-depth understanding of the concept and indicators of religious moderation in various countries. Second, connecting the concepts studied with practical situations. Third, integrating moderate behavior into community life through project-based learning methods. The culture of educational tolerance is also strengthened through learning methods that encourage critical thinking skills, which are implemented through guided discussions, text analysis, and contemporary case studies. By focusing on understanding moderate religious teachings, this research can help students and lecturers develop an inclusive and tolerant perspective on religion so that it can encourage the formation of a harmonious and mutually respectful society on campus and in broader society.

Nyai Mahmudah Ahmad's Leadership in Islamic Boarding School Devlopment

2023-12-20T19:24:42+07:00

The figure of Nyai Mahmudah Ahmad can answer the skewed perspective regarding women as leaders. Nyai can become caregivers and have full expertise in Islamic boarding school development. Nyai was able to take her Islamic boarding school through the rapid currents of change and modernization. The aims of this research are: to describe Nyai's leadership role as an influencer and to describe her leadership role as a policy maker. This research uses a qualitative research approach, with a case study type and phenomenological design. Data analysis uses interactive descriptive with the Miles Huberman and Saldana model. The findings of this research are that Nyai's leadership role is: 1) As an influencer in the development of Islamic boarding schools, carried out by: (a) example, (b) faith in the field of religion (kitab kuning), (c) transformative leadership, (d) strength spiritual. 2) As a policy maker, referring to: (a) deliberation basis, (b) tabayyun basis, (c) rationality and intuitive basis

The Role of Pesantren and Its Literacy Culture in Strengthening Moderate Islam in Indonesia

2023-12-23T18:47:01+07:00

This research discusses Islamic boarding schools' efforts to strengthen religious moderation values through a culture of literacy among their students. Islamic boarding schools are dedicated to providing an environment where students are immersed in reading, writing, and studying various classic and contemporary literature (books) in pure Arabic (fusha) and Arabic Jawi-Malay (pegon) daily. This research aims to examine literacy issues in Islamic boarding schools related to motivation, development models, efforts made by Islamic boarding schools, and the literacy contribution of santri-alumnae in strengthening religious moderation using a qualitative approach and descriptive method. The study employed various data collection methods, including observation, interviews, and documentation. Data analysis involved several techniques, such as data reduction, display, decision-making, and verification. The findings in this research are: First, the motivation for students to develop a culture of literacy includes theological motifs of the deepening religion, teachings, and missions of Islamic da'wah, messages and examples of kyai, the obligation to make presentations of papers and treatises (students' final assignments), hobbies, interests, and talents, as well as economic motives. Second, the literacy development model for students is carried out individually and in groups using habituation methods that are realized in routine, spontaneous, and exemplary activities. Third, Islamic boarding schools' efforts to increase student literacy are carried out structurally (formally) and culturally (culture). By implementing and strengthening this literacy culture, students can develop broad religious insight, which preaches the Islamic values of tasāmuh (tolerant), tawāzun (balanced), and tawassuṭ (middle), as well as grounding the concept of peace for all (raḥmatan li-l ʿalamīn). Fourth, the contribution of Nurul Ummah students can be seen from their written works of thought in various scientific works in the form of books, articles, and other writings published by book publishers, newspapers, and scientific journals. Of course, there is the contribution of Nurul Ummah alumnae who have been involved in the community, filling in various Islamic religious studies in their respective educational institutions, such as pesantren, schools/madrasas, campuses, and majlis taklim, as well as their religious studies on channels, media accounts, and electronic devices such as Facebook, Youtube, WA Groups, Twitter, and Instagram.

The Role of Educators in Instilling Local Wisdom Values Nosarara Nosabatutu and Realizing Moderate Attitude to Madrasah Students

2023-12-24T09:52:49+07:00

This study aims to examine the role of educators in instilling the values of local wisdom Nosarara Nosabatutu to form students who have an attitude of religious moderation in the Madrasah. This local wisdom includes cultural values and local traditions that underlie the norms of life of the Nosarara Nosabatutu people. Therefore, the implementation in Madrasah in the form of character education is an effort to help students recognize, realize, and live the values of brotherhood, kinship, unity, and unity as a source of glue for social integration in the Kaili ethnic community, which can be used as a reference in behaving and behaving for Students who have an attitude of religious moderation. This research uses the Library Research method, where literature study is an activity to collect and sort out materials related to research derived from books and scientific journals. The results of the study found that Moderation in Islam is a balance that can be seen in the ability to synergize the dimensions of spirituality with materiality, individuality with collectivity, textual with contextual, consistency with change, and placing charity in the principles of balance between theocentric and anthropocentric. The local wisdom of Nosarara Nosabatutu in the local history of the Kaili tribe in the province of Central Sulawesi has a content of human values that emphasizes aspects of the value of brotherhood, kinship, unity, and togetherness as a source of glue for social integration in the Kaili ethnic community. The impact of innovation in learning is that it can enhance character values and foster love for the local wisdom of the nation.

Good Practices in Religious Moderation: A Study on The Values of Local History Education From K.H. Syadzeli Hasan

2023-12-20T19:01:11+07:00

The aim of this research was to describe the values of the fighting spirit of the one of Banten figures, namely Prof. KH. Syadzeli Hasan. The method used in this research is the biographical method with a historical approach. Then, from the data, a historical description was carried out through field research and documents explaining their struggles and life journeys. Therefore, this research data collection technique was carried out through interviews, observation, and documentation. Then the data was analysed using qualitative analysis. Based on the results of this research, it is concluded that: (1) The values of their fighting spirit can be used as a lesson for society, are having the characteristics of: (a) being persistent in learning, fighting and working; (b) patriotic and love the country; (c) religious; (d) care about society; (e) leadership and (f) independence and entrepreneurial spirit (2) The public's view of the historical value of Beji figures as a source of learning for community character education is very positive, because the values of the spirit of struggle possessed by these three figures are not only relevant to the government's concept regarding the design of character education programs also needed by the younger generation as a spark of inspiration.

Kiai’s Situational and Transformative Leadership: Maintaining The Quality of Pesantren Graduates in The Disruption Era

2023-09-25T21:40:37+07:00

The enduring presence of Islamic boarding schools (pesantren) as vital Islamic educational institutions across dynamic epochs is a testament to their adaptability. This study unravels the strategies employed by pesantren to maintain the quality of their graduates in the face of contemporary challenges. Specifically, it investigates the role of Kiai leadership styles (situational and transformative) in fostering robust graduates, alongside exploring how pesantren educational management adapts to the age of disruption driven by technological advancements. Employing a multi-site approach, the study examines two pesantrens in Central Java that have modernized their educational systems to navigate the disruptive era. Data collection involves in-depth interviews, observations, and document analysis. Following Milles and Hubberman's framework, data undergoes reduction, display, verification, and subsequent conclusion drawing. The findings disclose significant similarities in Kiai leadership styles between Pondok Pesantren Al-Istiqomah Batang and Pondok Pesantren Walindo Pekalongan. Both Kiais exhibit adeptness in reading situational dynamics and choosing effective leadership approaches, a crucial quality in a disruptive era. The study also identifies nuanced differences in their educational management systems. Pondok Pesantren Walindo integrates formal education with madrasah diniyah (Islamic religious education), whereas Pondok Pesantren Al-Istiqomah maintains a separate system. These variations present distinct strengths and weaknesses, impacting each pesantren's capacity to nurture high-caliber graduates. This research contributes to understanding the dynamic landscapes of pesantren education in the face of disruption, highlighting the role of adaptable leadership and educational management in ensuring robust academic outcomes.