<p>We have nowadays witnessed a growing trend of the rising of radical religious thoughts amongst Muslims. They are fanatical people who claim to have correctly understood Islam more than others. Even they blame others who do not follow their way as unbelievers. How do such radical views rise? And how can such views be de-radicalized?  Radical views initially come out and gradually develop because of exclusive religious outlooks. Since outward attitudes reflect one’s deep mind and worldview, one best way to soften radicalism should begin from de-radicalization of one’s ideology and way of thinking. There should be transformation of Islamic religious thoughts from particularistic to rational-imperative, from exclusive to inclusive, from formalistic to perennial, from mono-cultural to multicultural. De-radicalization needs participation from the government, people and academia. Furthermore, de-radicalization must be a context-based effort, paying great attention to socio-historical contexts where this effort is formulated to avoid rising another form of radicalism.</p>Keywords: de-radicalization, exclusive, perennial, multiculturalism

Education must be returned to its original khittah, that is, to humanize man with all the potential he has. In this framework, important efforts in the of Islamic liberation must be the spirit and foundation of ontological, epistemological as well as axiological education. Among the contemporary Islamic thoughts that give awareness that Islam has the power of liberation is the Asghar Ali Engineer which is derived primarily from the Qur'an and Sunnah. This finding can interpret the doctrine of Islam as a religion of liberation in education that weighs from the thoughts of Asghar Ali Engineer who has relevance and urgency. The results of this study explain about alternative solutions to the problems Islamic education in the era of globalization, namely: 1) greater attention to the reality of living in the world, can be used as a foundation for compiling the Islamic education curriculum. 2) Fight against the pro status quo. Islamic education should be based on the spirit of respecting humans as beings thinking, conscious, potentially and equipped with the right to determine their own life choices. 3) Side with marginalized communities and encourage them to actively participate. 4) Liberation theology emphasizes on the problem of praxis rather than on abstract-speculative thoughts. So that the nuances of Islamic education are quite felt is the pressure on the rational, intellectual, ethical aspects, very few that enter the applied area, skills or technology as one of the meanings that can be taken from the spirit of Islamic liberation theology.

This article aims to describe a portrait of peace education involving three religions (Islam, Christianity, and Hinduism) in Plajan Village, Jepara Regency, Central Java. Also, to explain the practice of religious moderation through non-violent education implemented by the religious leaders there. Through a qualitative approach, the researcher observed the interaction between religious leaders to obtain data on the practice of religious moderation. Researchers conducted interviews with Kiai, priests, Hindu religious leaders, and village heads to reveal a portrait of non-violent education. Documentation is a complement to research data, especially in the form of a profile of Plajan village which is already known as a multicultural village. In conclusion, there are two values ​​of religious moderation practiced by religious leaders in Plajan Village, namely tasamuh (tolerance) and syura (deliberation). These two values ​​are in line with the concept of religious moderation initiated by the Ministry of Religion of the Republic of Indonesia. While the value of ukhuwwah basyariyyah, although outside the categorization of religious moderation from the Ministry of Religion of the Republic of Indonesia, is essentially in line with the value of islah (reform) and qudwah (pioneering).

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Penelitian ini memiliki tujuan mengetahui dan mendeskripsikan terkait kebijakan, tahap implementasi dan keberhasilan implementasi kebijakan pembentukan karakter peduli lingkungan di SMP N 1 Ngemplak Sleman Yogyakarta. Penelitian ini merupakan penelitian kualitatif dengan metode deskriptif analisis. Teknik pengumpulan data yang digunakan meliputi wawancara mendalam, observasi, dan dokumentasi. Analisis data menggunakan analisis data Miles & Huberman dengan aktivitas reduksi data, penyajian data, dan kesimpulan, serta dilakukan uji keabsahan data menggunakan teknik triangulasi sumber dan triangulasi teknik. Berdasarkan hasil penelitian yang telah dilakukan, SMP N 1 Ngemplak Sleman Yogyakarta menerapkan kebijakan pembentukan karakter peduli lingkungan yang mengacu kepada visi dan misi sekolah. Visi dan misi tersebut merupakan tindak lanjut dari kebijakan pemerintah terkait pembangunan karakter bangsa. Tahap implementasi kebijakannya meliputi sosialisasi, penerapan, dan evaluasi. Implementasi kebijakan ini menunjukkan keberhasilannya dengan sebagian besar warga sekolah menjadi terbiasa mejaga kebersihan lingkungan dan memiliki komitmen menjalankan kegiatan peduli lingkungan. Nilai-nilai karakter peduli lingkungan yang ditanamkan dipandang telah sesuai dengan yang dicanangkan oleh Kementerian Pendidikan Nasional, juga dengan apa yang diinginkan dalam Islam yang tersirat dalam firman Allah SWT antara lain pada surat ArRuum ayat 41 dan surat Al-Qashash ayat 77.