The purpose of this study is to describe analytically pesantren religious paradigm in North Sumatera, by tracing their teaching of Aqeedah, plurality, and jihad. The study focuses on two pesantren which are considered as the largest pesantren, they are MusthafawiyahPurbabaruMandailing Natal and RaudhahHasanah Medan. Quantitatively, both pesantren have more than 1000 entries, which come from various regions of Sumatera, and even outside it. The former was the oldest traditional (salafiyah) pesantren in North Sumatera while the latter was one of the earliest pesantren in which the system refers to the modernity of Pondok Modern Darussalam Gontor. The method is qualitative research. Interview, observation, and document analysis were used to collect data. This study has found that two pesantren educated their students with moderate values. It can be seen from: First, their Aqeedah teaching mostly refers to the theological school of Asy’ari and Maturity. These two schools of theology are considered as a moderate school by contemporary moslem scholars, and as majority school of ummah in Indonesia. Second, plurality according to them is a necessity. Moslem has to seek for peaceful co-existence and mutual tolerance between the people of different religions and cultures. Third, the term jihad to them is not only in a physical war but also in intellectual, against lust and doing creative work in society.

Pondok pesantren today can be said to be the most ideal and potential educational institution in fostering a character that is loaded with education values both religious values and the noble values of the nation. The importance of this research is to find different strategies or patterns that can be used as a reference for the development of character education models for formal schools. This research uses qualitative methods that are descriptive with a research site, namely Modern Pesantren Ar-Raudhatul Hasanah Medan. The results showed that character education in Ar-Raudlatul Hasanah Medan boarding school was carried out systemically-integratively. All center activities from waking up in the morning to going back to sleep at night accumulate in pesantren systems and cultures based on the values of Panca Jiwa, Motto, and Philosophy of Pesantren.  The strategy of implementing character education is through integration into kmi curriculum learning activities, the formation of pesantren culture/ culture, and extracurricular activities. The methods carried out are direction, transparency, assignment, training, habituation, discipline, appreciation and punishment.

<p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk memahami dinamika pola kerukunan umat beragama (religious harmony) FKUB di Sumatera Utara. Untuk mengungkap hal itu, penelitian ini menggunakan pendekatan phenomenologic-interpretif, dengan meng-gunakan teknik pengumpulan data pada FGD (Focus Group Discussion). Penelitian ini mengajukan beberapa temuan. Pertama, idealita kerukunan yang dibangun oleh FKUB Sumut berpijak pada pola kerukunan non-pluralisme agama, yang berarti bahwa truth claim pada masing-masing agama tidak bisa disamakan karena memiliki landasan teologis yang berbeda. Namun dalam konteks sosial, kebenaran teologis tersebut tidak boleh dipaksakan kepada orang lain, dan setiap individu beragama harus mampu bekerjasama untuk kepentingan bermasyarakat, berbangsa dan bernegara. Kedua, dalam penerapannya, FKUB Sumatera Utara melakukan dialog teologis, interaksi sosial, advokasi dan regulasi serta dialog interaktif.</p><p><strong>Abstract:</strong> The Pattern of Religious Harmony in the Perspective of Religious Harmony Forum of Sumatera Utara. This study aims to analyze the dynamics of the harmony of the FKUB (Religious Harmony Forum in North Sumatra). This study uses a phenomenologic-interpretive approach, using data collection techniques in FGD (Focus Group Discussion). This research finds that: First, the ideal of harmony established by FKUB of North Sumatra is based on the pattern of religious non-pluralism harmony, in a sense that the claim of truth in each religion can not beequated because it has a different theological foundation. But in the social context, such theological truths should not be imposed on others, and every religious individual must be able to work together for the benefit of society, nation and state. Second, in its application, FKUB of North Sumatra conducts theological dialogue, social interaction, advocacy and regulation and interactive dialogue.</p><p><br /><strong>Keywords:</strong> agama-agama, kerukunan, pluralisme, FKUB, Sumatera Utara</p>

Memperbincangkan negara Amerika Serikat (United States of America) selalu saja menarik dari banyak sisinya, termasuk tentang pendidikan Islam Muslim minoritas di dalamnya. Hal ini tidak terlepas dari karakater negaranya yang multi etnik-rasial, dan multi agama dan kepercayaan, atau populer dengan ungkapan the nation with the soul of a Church. Tulisan ini bertujuan untuk mendeskripsikan pertumbuhan masyarakat Muslim minoritas dan pola-pola pendidikan agama bagi Muslim minoritas di Amerika Serikat. Temuan penelitian dihasilkan melalui studi kepustakaan dengan metode kualitatif yang bersifat deskriptif. Hasil penelitian menunjukkan bahwa pertumbuhan populasi Muslim di Amerika Serikat relatif cepat. Jika saat ini masih berkisar 4-7 juta jiwa, maka diperkirakan tahun 2050 akan melewati 8,1 juta jiwa. Pola-pola pendidikan agama bagi Muslim minoritas dilakukan melalui sekolah swasta berbasis agama (Islam), informal homeschooling, perguruan tinggi (universitas dan college), masjid (islamic center), dan organisasi Islam. Di antara isu kompleksitas tantangan pendidikan Islam di Amerika adalah model pendidikan Islam yang eksklusif dan konservatif berbarengan dengan adanya prospek Program pendidikan Inter-faith communities.

This research aims to find out the character values developed in Ar-Raudlatul Hasanah pesantren and its implementation strategy. This research method uses qualitative methods with descriptive types of analytical. The results showed that the implementation of character education in Ar-Raudlatul Hasanah boarding school refers to a systemic-integrative model. All components of education in the formation of santri's character have a strong relationship with each other that is built systematically and integrated. All santri activities from waking up in the morning to going back to sleep at night accumulated in the pesantren system and culture based on the values of Panca Jiwa consisting of sincerity, simplicity, independence, Ukhuwah Islamiyah, Freedom. In addition, pesantren also developed the motto that is virtuous, able-bodied, knowledgeable, free-thinking, and charitable. These character-building values are applied and developed systemically-integratively through learning activities in the KMI curriculum, the formation of pesantren culture/ culture, and through co-curricular and extracurricular activities. Methods used in the application of character education values are direction, transparency, assignment, training, habituation, discipline, appreciation, and punishment. Therefore, it can be said that Pesantren Ar-Raudlatul Hasanah is a modern system pesantren that applies character education systematically and is integrated into the overall totality of education starting from the learning process, pesantren management, and daily activities.