<div class="WordSection1"><p>The charges with co ver t mission in t erms of local wisdom such as mysticism, sacralization, Javanese and ancestor gods are exaggerated perspective. Through Anthropological studies of sacred, mythology and local wisdom is elaborated on the meaning and relevance to the public ritual actions in Pasuruan Regency with the attempt to build harmony and interaction between local culture and Islam. This study focused on the dynamical of relationship between religion and social religious culture interactions among groups in society through religious symbols system. Every religious tradition includes sacred symbols with which the person conducting a series of measures to shed beliefs in the form of ritual, reverence and servitude. Hindu communities in the mountains Pasuruan region have been driven to assimilate with Muslim population. But the religion which is embraced by the majority of the population are nominal Muslims, but confounds the Tengger and Javanese-style ritual, because the vast majority of Muslims there refused to form a more strict Islamic piety is identified with a culture that does not fit to the culture of Java, in contrast to Muslims Pasuruan in the lowlands because much dominated by the descendants of Madura, the Islamization can continue to do without having to harm the local culture, which in turn would foster against-Islam movement.</p> <p> </p> <p>Tuduhan terhadap misi terselubung dalam istilah kearifan lokal seperti mistisisme, sakralisasi, kejawen, dan sesembahan lelulur merupakan cara pandang yang berlebihan. Melalui studi Antropologi tentang sakralisasi, mitologi, dan kearifan lokal ini dipaparkan makna dan relevansinya terhadap tindakan ritual masyarakat kabupaten Pasuruan dengan upaya membangun wajah dalam harmoni dan interaksi antara budaya lokal dan Islam. Kajian ini menitikberatkan pada dinamika hubungan antara agama dan berbagai kelompok sosio religio kultural melalui interaksi antar kelompok di dalam masyarakat melalui simbol-simbol religius. Setiap tradisi keagamaan memuat simbol-simbol suci yang dengannya orang melakukan serangkaian tindakan untuk menumpahkan keyakinan dalam bentuk melakukan ritual, penghormatan dan penghambaan. Masyarakat Hindu di wilayah Pasuruan pegunungan telah terdorong untuk berasimilasi dengan penduduk muslim. Namun agama Islam yang dipeluk oleh sebagian besar penduduk adalah Islam nominal namun mencampur adukkan gaya ritual Tengger dan Kejawen, karena mayoritas Muslim di sana menolak bentuk kesalehan Islam yang lebih ketat yang diidentifikasi dengan kebudayaan yang tidak njawani, berbeda dengan muslim pasuruan di dataran rendah karena banyak didominasi oleh keturunan Madura, maka Islamisasi dapat terus dilakukan tanpa harus mencederai kebudayaan lokal yang pada akhirnya justru menyuburkan gerakan anti-Islam.</p></div> <p> </p>

Indonesia is a multicultural country because it has diverse tribes, religions, cultures and races. This multicultural reality is both a wealth and a threat. Multiculturalism is wealth when positively positioned so that it enriches the treasures of life. Conversely, multiculturalism is a threat when it is not managed properly. For this reason, positive awareness and attitudes towards multicultural reality must be built systematically. Educational institutions are instruments that are believed to be able to carry out this task properly. Through the curriculum, students will receive subject matter that can enrich understanding of multicultural reality. This article discusses the approach to develop a multicultural education curriculum at Darul Hikmah Modern Islamic Boarding School, Tulungagung, Indonesia. The development of this multicultural education curriculum is important in building students' understanding to have perspectives that value diversity in various fields of life. The research method used is qualitative and data mining is done by in-depth interviews, observation and documentation. Interviews were conducted with scholars, teachers and students. Observations were made to observe the learning process and implementation of the curriculum from class to class. The documentation is being carried out for the learning process and supporting documents for this research. This study found that there are three approaches used in curriculum development, namely the contribution approach, the additive approach, and the transformation approach. The contribution approach is carried out by meeting students' basic needs. An additive approach is carried out by providing reading books in the library, introducing social life through video, integrating multicultural values and applying them in learning. While the transformation approach is applied to high school students because at this level the students already have a broader perspective so they can analyze the diversity around them.

Inadequate understanding and different perspectives of Islamic higher education (PTKIN) in Indonesia particularly the graduate schools towards Multidisciplinary, Interdisciplinary, and Transdisciplinary (MIT) approaches result in ineffective implementation of Indonesian National Qualification Framework/Kerangka Kualifikasi Nasional Indonesia (KKNI) curriculum. Yet, MIT approach is highly needed to accelerate state development. MIT study has integrated character which opens to new developments of science and methodology and will possibly create new knowledge hybrids. This research investigated MIT learning strategy and approach at graduate schools of UIN Syarif Hidayatullah Jakarta, UIN Sunan Kalijaga Yogyakarta, and UIN Maulana Malik Ibrahim Malang. The policy of MIT learning aims to enable the learning process at graduate schools to produce new comprehensive discoveries on science and humanities. Based on a qualitative research method, this showed that the graduate schools had different MIT approach and strategy in learning and this was greatly influenced by lecturer’s and decision maker’s paradigms. MIT approach was chosen respond to the nature of science, realize very complex issues, synergize various disciplines of sciences, motivate multi-sector expert collaboration, and produce new products. In short, MIT practices mean collaboration and synergy among involving people either experts with non-experts or academic with non-academic staff.  

<p><em>This research aims to explain the views of policymakers, the concept of integration in scientific development, and the strategy of integrating da’wah spirit of Walisongo with science in the Indonesian National Qualification Frameworks (KKNI) based curriculum. The results of this study indicate that: (1) stakeholders states that spirit of Walisongo’s dakwah has been used as values in science development by some academics, although it has not been fully understood because some academics still see it as a myth. The spirit of institutional management should match with the institution name itself, otherwise, there will be management error; (2) the concept of integration in KKNI-based curriculum in three institutions has similarities in general. However, there are distinctive characteristics in developing scientific knowledge based on the vision and core values of each institution; (3) the strategy of integrating the spirit of Walisongo is reflected in evaluating aspects: (a) institutions, by building interconnections, tag line or owner’s quote, piety bureaucracy (clean and clear), (b) human resources development, and (c) academic integration through Islamic subject with science and technology, halal laboratories, and Islamic law.</em></p><p><br /><em>Penelitian ini bertujuan menjelaskan pandangan pengambil kebijakan, konsep integrasi dalam pengembangan ilmiah, dan strategi mengintegrasikan semangat dakwah Walisongo dengan ilmu pengetahuan dalam kurikulum berbasis Kerangka Kualifikasi Nasional Indonesia (KKNI). Hasil penelitian ini menunjukkan: (1) pemangku kepentingan berpendapat bahwa semangat dakwah Walisongo telah digunakan sebagai nilai dalam pengembangan ilmu pengetahuan beberapa akademisi, tetapi belum sepenuhnya dipahami karena masih ada beberapa warga akademik yang menganggapnya sebagai mitos. Semangat manajemen kelembagaan harus sesuai dengan nama lembaga tersebut, jika tidak maka ada kesalahan manajemen, (2) konsep integrasi dalam kurikulum berbasis KKNI di tiga lembaga memiliki kesamaan pada umumnya tetapi memiliki karakteristik khusus dalam mengembangkan pengetahuan ilmiah berdasarkan visi dan nilai-nilai inti lembaga. (3) Strategi memadukan semangat Walisongo tercermin dari mengevaluasi aspek-aspek yaitu: a) institusi dengan cara membangun interkoneksi, slogan atau falsafah pendirinya, birokrasi kesalehan (bersih dan jelas), b) pengembangan sumber daya manusia, dan c) integrasi akademik melalui mata pelajaran Islam dengan sains dan teknologi, laboratorium halal, dan hukum Islam.</em></p>

Penelitian ini dilatarbelakangi oleh fenomena pembelajaran formal yang cenderung dibatasi ruang dan waktu, yang mana konsep pembelajaran sekolah alam hadir sebagai solusi dalam meningkatkan kecerdasan emosional. Tujuan penelitian ini adalah untuk mengembangkan strategi pembelajaran guru pendidikan agama Islam berbasis alam dalam kecerdasan emosional peserta didik di Sekolah Menengah Pertama. Penelitian ini menggunakan jenis kualitatif dengan pendekatan studi kasus. Hasil penelitian menunjukan bahwa strategi pembelajaran guru Pendidikan Agama Islam berbasis alam dalam meningkatkan aspek mengenali emosi diri, empati dan keterampilan sosial meliputi talent mapping, pembiasaan tiga kata ajaib (tolong, maaf dan terimakasih), one day one infaq, motivasi dan kerja kelompok. Temuan penelitian berimplikasi pada teori dan penelitian selanjutnya mengenai strategi guru dalam meningkatkan kecerdasan emosional peserta didik.