No abstract

After the falling of New Order regime, social conflicts, terrorisms and Islamic radicalism, like in the spring emerged in Indonesia until now. Why not, within a period of not more than a decade, successive bombing attacks rocked this pluralist republic. A course such as the I-II th bombing of Bali, the bombing of Australian embassy, the I-II th bombing of JW Marriot Hotel, the bombing of Hotel Ritz Carlton, "book bomb" was addressed to a number of figures, "a Friday bomb" in the mosque of Police Headquarters Cirebon, and suicide bombing at Gereja Bethel Injil Sepenuh (GBIS) Kepunton Solo and the last suicide bombing at Mapolres Solo, Central Java. Islamic radicalism is also spreaded everywhere such as attacking on Ahmadiyah congregation in in Pandeglang, Banten and Pesantren suspected as Shiite in Pasuruan and Sampang Madura, East Java. The one solution is through the development of multicultural Islamic educational pattern to produce tolerant, moderate and inclusive the next muslim generations. The research was conducted at Pesantren Ngalah, Pasuruan, East Java, known as multicultural-humanistic pesantren who has two interested sides; (a). Great contribution in multiculturalism issues and (b). National and international cooperation networks in empowering social life and peace where this research is focused on the development of multicultural Islamic education aspects based on five main focuses, namely: (a). The development policy, (b). The material development, (c). The approach of material development, (d). The stages of material development, (e). And the pattern of development model of multicultural Islamic education material for social harmony and peace. Keywords-pesantren; multicultural islamic education; social harmony and peace1st Social and Humaniora Research Symposium (SoRes 2018)

<p>Artikel ini bertujuan untuk menganalisis konstruksi maskulinitas yang ada di dalam cerita rakyat Jawa. Sumber data dalam penelitian ini berupa cerita-cerita rakyat Jawa yang ada di dalam dongeng ceritarakyat.com. Artikel ini merupakan kajian kritik sastra dengan menggunakan pedekatan metode kualitatif. Landasan teori dalam penelitian ini adalah <em>multiple masculinities</em> oleh R.W. Connell. Teori ini menjelaskan bahwa pola maskulinitas selalu berbeda-beda tergantung pada kebudayaan dan masanya. Hasil penelitian menunjukkan bahwasanya cerita-cerita rakyat Jawa menkonstruksi beberapa maskulinitas yang berbeda-beda. Hal ini menunjukkan bahwa maskulinitas merupakan hal yang sangat kompleks. Meskipun berasal dari akar kebudayaan yang sama, pola maskulinitas dalam cerita rakyat Jawa tersebut tdak homogeny dan sederhana.</p>Kata Kunci<strong>: </strong>Konstruksi, cerita rakyat, maskulinitas, <em>multiple masculinities</em><em>.</em>

<p class="06IsiAbstrak">Along with the pace of globalization, and the severity of educational competitions, not a few actors of Islamic higher education tried to integrate two 'educational entities' (university and pesantren), in an integrated education curriculum system. Some were successful, but not a few was failed. This qualitative research article is based on interactive model data analysis technique that aims to 'initiate' the efforts of integrated curriculum development model of excellent higher pesantren at UII Yogyakarta, considering its good institutional achievement, so it should be the pilot project of the integration effort. This research concluded that the indigenous values in integrated curriculum development based on its excellent pesantren are to be oriented at the value of establishment of a 'progressive-inclusive-integrative' scholars candidate. The challenges of its integrated curriculum development include the alignment of synergical idea of university values and modern pesantren; institutionalization of university and pesantren policies; and integrating the curriculum products of university-based pesantren and community service. While, the strategies of its integrated curriculum development are implementing a top down and bottom up approach that involve all its stakehoders through a forum for feasibility of pesantren curriculum development that supported by phases that are determination of the pesantren curriculum enforcement area, development procedures; curriculum implementation; and evaluation results. However, it still needs strengthening ‘the outsider’s perspective’, especially from the users of its pesantren curriculum products in order to be able more adaptive to global needs as the idea of Beauchamp</p>

This article discusses the urgency of the post-transnationalism paradigm of Indonesian Islamic education in the multicultural resolution management perspective that its substance discusses at least three main streams of discourse, namely: first, the substance of the post-transnationalism paradigm of Indonesian Islamic education that can be interpreted as an ideology of Islamic education that promotes the importance of moderation values that live within the multiculturalism of this nation, both on madrassas, pesantren and IslamicHigher Education. Secondly, the challenge of multiculturalism in Indonesian Islamic educationis this archipelago's problem with the dimensions of social conflict, radicalism, and extreme fundamentalism, which negates the importance of respect for diversity. Third, the multicultural resolution management design of Indonesian Islamic education for world peace must at least carry three main agendas that are very important in realizing the post-transnationalism paradigm in the future, which includes: development of a humanistic curriculum, strengthening moderation of institutional management, and strengthening institutional scientific partnering networks.Artikel ini mengkaji urgensivitas paradigma post-transnasionalisme pendidikan Islam Indonesia dalam perspektif manajemen resolusi multikulturalisme dengan nilai-nilai harmoni sosial, toleransi, kemajemukan, kerukunan, sekaligus saling menghargai sebagai kontribusi modal sosial bagi terbangunnya perdamaian dunia. Subtansi artikel ini setidaknya membincang tiga arus utama diskursus yaitu: pertama,  subtansi paradigma post-transnasionalisme pendidikan Islam Indonesia yang dapat dimaknai secara interpretatif sebagai ideologi pendidikan Islam yang mempromosikan pentingnya nilai-nilai moderasi yang hidup dalam aras multikulturasme kebangsaan, baik pada etalase pendidikan madrasah, pesantren maupun perguruan tinggi Islam keagamaannya. Kedua, tantangan multikulturalisme pendidikan Islam Indonesia merupakan problematika nusantara yang bersifat akumulatif historis yang berdimensi konflik sosial, radikalisme, dan fundamentalisme ekstrim  yang menafikan pentingnya penghargaan atas kebhinekaan (diversity). Ketiga, desain manajemen resolusi multikulturalisme pendidikan Islam Indonesia untuk perdamaian nusantara dan dunia setidaknya harus mengusung 3 agenda utama yang sangat penting dalam kerangka mewujudkan paradigma post-transnasionalisme pendidikan Islam Indonesia yang ekselen di masa depan, yang mencakup: pengembangan kurikulum pendidikan Islam humanis, penguatan moderasi manajemen kelembagaan pendidikan Islam, serta penguatan jejaring keilmuan yang ditunjang dengan komitmen dan kerjasama keilmuan (knowledge partnering) dalam skala nasional, regional dan internasional.