Deradikalisasi Dan Integrasi Nilai-Nilai Pluralitas Dalam Kurikulum Pesantren Salafi Haraki Di Indonesia

Mukhibat, Mukhibat

doi:10.21154/al-tahrir.v14i1.121

Cited by 8 publications

(16 citation statements)

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“…It is true what Mukhibat (Mukhibat, 2016) has said. Giving a lousy stigma towards traditional pesantren as a breeding ground of radicalism and terrorism is very contrary to the fundamental character of pesantren.…”

Section: Views Of Interacting With An Adherent Of Other Religionsmentioning

confidence: 91%

“…Giving a lousy stigma towards traditional pesantren as a breeding ground of radicalism and terrorism is very contrary to the fundamental character of pesantren. From the early days of its establishment, Pesantren has characteristics: 1) Tawassut, means impartiality or moderation, 2) Tawazun, maintain balance and harmony, 3) Tasāmuh, tolerance, 4) Tashawwur, deliberation, 5) Adl, be fair in action or react (Mukhibat, 2016).…”

Section: Views Of Interacting With An Adherent Of Other Religionsmentioning

confidence: 99%

“…As stated by Mukhibat, pesantren salafi-haraki were pesantren, which is radical and rejects plurality. This pesantren model carried the ideals of purifying Islamic teachings in a more literal, textual, and normative manner (Mukhibat, 2016). Based on this fact, the Western media stigmatizes pesantren or madrasa as a nest of terrorism.…”

Section: Abdillah Abdillah and Wan Zailan Kamaruddin Bin Wan Ali/ Concementioning

confidence: 99%

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Concept of Religious Tolerance among Ulama of Traditional Pesantren in Sukabumi, West Java

Abdillah

Ali

2020

Wawasan J. Ilm. Agama dan Sos. Budaya

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Pesantren nowadays has been accused by the West as a nest of radicalism and terrorism. Not without reason, in Indonesia, many intolerance and violence issues have involved several Muslim communities and alumni of pesantren. Therefore, in this study, the authors intimately will explore the views of traditional pesantren ulama, mainly in Sukabumi, on some issues of religious tolerance. In this study, the authors used a qualitative approach by using a semi-structured interview and analysis document as a data collection. After that, the data will be analyzed qualitatively. This study found that traditional pesantren ulama in Sukabumi understood the concept and discourse of religious tolerance. They have moderate views and attitudes towards non-Muslims. However, some traditional pesantren ulama in Sukabumi refused to tolerate towards Ahmadiyyah minority group. A Kyai even has a gruff view and attitude towards Ahmadiyyah groups. Meanwhile, two other ulama refused to commit violence against Ahmadiyyah and other groups

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Section: Views Of Interacting With An Adherent Of Other Religionsmentioning

confidence: 91%

Section: Views Of Interacting With An Adherent Of Other Religionsmentioning

confidence: 99%

Section: Abdillah Abdillah and Wan Zailan Kamaruddin Bin Wan Ali/ Concementioning

confidence: 99%

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Concept of Religious Tolerance among Ulama of Traditional Pesantren in Sukabumi, West Java

Abdillah

Ali

2020

Wawasan J. Ilm. Agama dan Sos. Budaya

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“…44 The example of this educational model include madrasah or boarding school (Islamic education institutions) with a religious purification style (manhaj salafi) or other terms are haraki boarding school. 45 The output produced from these two educational models has an impact on their social attitudes. The ideological education model tends to mingle with society and has extraordinary courtesy to the figure of a teacher who teaches Islamic science such as ustadz, kyai or habaib.…”

Section: The Role Of Islamic Educationmentioning

confidence: 99%

THE DYNAMICS OF CONTEMPORARY ISLAMIC THINKING AND THE ROLEOF EDUCATION: Islamic Fundamentalism, Opponents, and Hybrid Thought

Irham

Lubis²

2021

altahrir

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This article is written to explain the dynamics of contemporary Islamic thought and the role of Islamic education as one of its supports. The dynamics of Islamic thought are diverse but have the same character that is opposite thoughts and thoughts that seek common ground. The opposite thoughts depicting here are Islamic fundamentalism and liberalism. Then the thought that seeks common ground here is called hybrid thought. This article is a literature review by utilizing the findings in the previous study formulated into new findings that have not been discussed in the previous study. This paper concludes that the dynamic of contemporary Islamic thought with its character grows not from the role of Islamic education. Although it cannot be denied that the role of Islamic education in this case is not the only one, because there are other factors such as historical, political, technological, globalization, modernization, social and cultural contexts. Fundamental Islamic thought can be sustained and developed by an ideological-purist Islamic education model (manhaj salafi). Likewise, the form of liberal thinking and development by an academic-scientifically oriented, rational and secular model of education. Hybrid forms of thought that are supported by a moderate-inclusive education model that develop textual-contextual methods, balance nasal sources, reason and intuitive, accommodate old and modern traditions that are still relevant and do not conflict with religious values.الملخص: هذه المقالة تقصد لشرح ديناميات الفكرة الاسلامية المعاصرة و دور التعليم الاسلام الذي أصبح في عداد من دماعته . أن ديناميات الفكرة الاسلامية مختلفة ولكن لديها صبغة يعنى الفكرالذي ينعكس بعضها بعضا، والفكر الذي يسعى النتيجة . والفكر المنعكس الذى شرح هنا هي الأصولية والليبرالية الاسلام . ثم الفكرالذي يبتغي النتائج هنا يسمى بفكر الهجين . هذا المقال يقولب مراجعة الادبيات التى تستخدم النتائج في دراسة السابق ثم وضعت ليكون المكتشف الجديد الذي لم يبحث في دراسة السابق . هذه الكتابة تجمل أن ديناميات الفكرة الاسلامية المعاصرة مع طبيعتها نشأت لا تتخلع من دور التعليم الاسلام . وعلى الرغم ، لاشك أن دور التعليم الاسلام ليست وحدة في هذه الحالة ، لأن هناك عوامل أخرى مثل العوامل التاريخ ، والسياسية ، والتكنولوجي ، والعولمة ، والتحديثة ، وسياق الاجتماعية والثقافية . الفكرة الاسلامية الاصولية مستمرة و يبنى أو يولد عن شكل التعليم الاسلام العقائدي (المنهج السلفي) . لذلك أيضا شكل من الفكر الليبرالي مستمرة و يولد عن شكل التعليم المنحى في الدرسي العمي ، عقلي ، و زمني . و شكل الفكر الهجين مستمرة عن شكل التعليم الوسطي ضمنا الذي تطورأساليب النصية والسياقية , يتوازن مصدر النص حيلة وبديهية ، تكيف التقليد القديم والحديث كان وثيق و لا يتعارض عن قيمة الدين .Abstrak: Artikel ini bermaksud untuk menjelaskan dinamika pemikiran Islam kontemporer dan peran pendidikan Islam yang menjadi salah satu penopangnya. Dinamika pemikiran Islam itu beragam namun memiliki karakter yang sama yaitu pemikiran yang saling berlawanan dan pemikiran yang mencari titik temu. Pemikiran yang saling berlawanan yang dijelaskan di sini adalah fundamentalismedan liberalisme Islam. Kemudian pemikiran yang mencari titik temu di sinidisebut dengan pemikiran hybrid. Artikel ini merupakan kajian pustaka dengan memanfaatkan temuan-temuan dalam kajian terdahulu lalu dirumuskan menjadi temuan baru yang belum dibahas pada kajian sebelumya.Tulisan ini menyimpulkan bahwa dinamika pemikiran Islam kontemporer dengan karakternya tumbuh berkembang tidak terlepas dari peran pendidikan Islam. Meskipun tidak dipungkiri bahwa peran pendidikan Islam dalam hal ini bukan satu-satunya, karena masih ada faktor lainnya seperti faktor sejarah, politik, teknologi, globalisasi, modernisasi, konteks sosial dan budaya. Pemikiran Islam fundamental dapat ditopang dan dilahirkan oleh model pendidikan Islam idiologis-puris (manhaj salafi). Begitu pula bentuk pemikiran liberal ditopang dan dilahirkan oleh model pendidikan yang berorientasi akademik-ilmiah, rasional dan sekuler. Bentuk pemikiran hybridditopang oleh model pendidikan moderat-inklusif yang mengembangkan metode tekstual-kontekstual, menyeimbangkan sumber nas}, akal dan intuitif, mengakomodasi tradisi lama dan modern yang masih relevan dan tidak bertentangan dengan nilai agama.

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“…Deradicalization is not only done formally with rigid methods and approaches manifested in certain learning or training processes, but also by integrating plurality values assumed as efforts substantially directed at eliminating the elements of fanaticism, militancy and radicalism in various ways and media. [34]…”

Section: A Deradicalization Of Understanding Religion: Basicmentioning

confidence: 99%

Deradicalization of Religion Understanding Among Senior High School Students in Metro City, Lampung Province, Indonesia

Mustofa¹,

Purwanto²,

Mukharram³

2021

Proceedings of the 2nd Southeast Asian Academic Forum on Sustainable Development (SEA-AFSID 2018)

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This paper tries to look at the de-radicalization activities carried out by Senior High Schools in the Metro City of Lampung Province, Indonesia. Allegedly there are certain Islamic educational institutions that teach both fundamentalism and radicalism.for this reason, educational institutions are very likely to spreade radicalism. Schools through the policy of religious formation and the work of teachers have a significant role in establishing the character and religious understanding of students. This study was meant to investigate the roles and forms of activities carried out in senior high schools in Metro City while working on the de-radicalization of students' religious understanding. The results of the study showed that senior secondary schools in Metro City have implemented deradicalization of education both programmatically and incidentally. The programmed way was through classroom learning and religious formation in extracurricular activities. On the other hand, incidental de-radicalization was carried out through extra-curricular activities in student dormitories for religious public schools and by means of Student Religion (Rohis) for public state schools. Religious development through IPNU and IPPNU organizations for private high schools affiliated to NU and religious coaching through HDI organizations for schools affiliated with Muhammadiyyah was widely practiced.

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Deradikalisasi Dan Integrasi Nilai-Nilai Pluralitas Dalam Kurikulum Pesantren Salafi Haraki Di Indonesia

Cited by 8 publications

References 0 publications

Concept of Religious Tolerance among Ulama of Traditional Pesantren in Sukabumi, West Java

Concept of Religious Tolerance among Ulama of Traditional Pesantren in Sukabumi, West Java

THE DYNAMICS OF CONTEMPORARY ISLAMIC THINKING AND THE ROLEOF EDUCATION: Islamic Fundamentalism, Opponents, and Hybrid Thought

Deradicalization of Religion Understanding Among Senior High School Students in Metro City, Lampung Province, Indonesia

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