Religious Education for Schools Within Conflict-Prone Zones: An Inclusive Multicultural Approach

Remiswal, Remiswal; Kustati, Martin; Zulmuqim, Zulmuqim; Ritonga, Mahyudin; Perrodin, David D.; Firman, Arham Junaidi

doi:10.46843/jiecr.v3i3.127

Cited by 5 publications

(5 citation statements)

References 20 publications

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“…It emphasizes the importance of acknowledging and respecting these diverse realities in the educational process (Banks, 2015). This perspective aligns with the Quranic verse in Surah Al-Hujurat [49]: 13, emphasizing the value of respecting and appreciating pluralistic realities.…”

Section: Introductionmentioning

confidence: 69%

Truth Claims and Multicultural Values in Learning Religious Education

Rohmah,

Mamonto,

Wahid

et al. 2023

Al-Hayat J. Islamic. E.

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This study analyses truth claims and multicultural values made by school teachers. This research is necessary because schools have teachers and students with different cultural, customs and religious backgrounds. These differences sometimes become obstacles to creating harmony in schools. Misunderstandings, especially in understanding religion due to students' ignorance, have triggered disputes in association at school. This type of research is field research using exploratory qualitative methods. At the same time, the research approach uses sociological-anthropological and structural-functional. This study uses primary data from interview results, while books, journal articles, and relevant literature are used as secondary data. Research data were collected using non-participant observation techniques, structured interviews, and documentation. The research objects were school principals, teachers of Islam, Christianity and Hinduism, and Muslim, Christian and Hindu students. The collected data were analyzed inductively. This study found that teachers in schools are still at the level of understanding of pluralism in religion and tend to be tolerant but have yet to implement multicultural values profoundly and equitably in schools. In addition, learning the doctrine of religious truth is in synergy with multicultural understanding in interfaith in the school environment. However, it is still applying an attitude of tolerance between religious communities. This research contributes to cultivating students' pluralist attitudes by mapping the pluralist attitudes of pro-anticipation students before conflicts occur in multicultural societies in religious education learning.

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Section: Introductionmentioning

confidence: 69%

Truth Claims and Multicultural Values in Learning Religious Education

Rohmah,

Mamonto,

Wahid

et al. 2023

Al-Hayat J. Islamic. E.

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“…In addition, identical to the Minangkabau cultural community, who know "medan bapaneh dan medan balinduang", the Malay artistic community also recognizes a means of deliberation or holding customs called "balai" (Shody et al, 2019). In general, the balai is called Balai Salaso Jatuh (Remiswal et al, 2022). The names of the halls are adjusted according to their functions, and there are Sari Balairung, Coronation Hall, and Density Hall.…”

Section: Patterns Of Thought and Behaviormentioning

confidence: 99%

Malay Culture-Based Local Content Curriculum in Islamic Education

Julhadi,

Muta'allim,

Fitri

et al. 2023

Al-Hayat J. Islamic. E.

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Globalization is a reality that humans must accept and penetrates various aspects of life, such as the economy and education. Education is not anti-globalization, but through education, there should be filtering of globalization that supports the realization of national education goals. Therefore, the position of the curriculum is seen as the basis for fortifying a generation aware of the superiority of local culture. This study aims to reveal the rationality of genre-based local culture in the curriculum, the elements of local culture teaching, and the design of the gradation of genre-based local content of Malay culture. The researcher uses a descriptive qualitative approach with the library research method to analyze the Malay cultural genre contained in the curriculum through data sources in the form of articles, books, and scientific reports. The result of this research is the implementation of Malay genre-based local content subjects has a clear foundation, namely the State of Indonesia and the Indonesian language comes from the Malay language in Indonesia. The Malay genre, as a local curriculum content, is understood as a whole of ideas, actions, and human works and has become an inseparable system from the life of the Indonesian people. Malay genre-based local curriculum design can be done by internalizing Malay culture in every subject set in the curriculum, especially those related to the cultural history of the Indonesian nation and its relation to Islamic religious education. This finding is based on the culture of the country as well as the ideology of the Indonesian state is inseparable from Islamic values.

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“…Instead of giving birth to tolerant students, peace agents, and the glue of brotherhood and community, religion is considered to play an important role in giving birth to terrorists and perpetrators of violence (radicals) in the name of religion. Religion is also used as a political tool through lessons in schools (Remiswal et al, 2022). This needs serious attention from various parties because the school as a place of education is not a place to give birth to the seeds of radicalism but is aimed at the transfer of knowledge, values, culture, and spiritual (Remiswal et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teacher Creativity Counteracts Radicalism in The World of Education Based on Local Cultural Values

Remiswal¹,

Ahmad²,

Firman³

et al. 2023

INT J INSTRUCTION

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Religious studies have lately been considered a source of the spread of radicalism that is growing massively and targeting all ages, especially students. This study aims to identify and investigate religious teachers' creativity in countering radicalism based on local cultural values. This study hypothesizes that there is a relationship between the creativity of religious teachers and efforts to counteract radicalism based on local cultural values. This study uses a mixed method convergent design in Lombok and Makassar which were determined intentionally through purposive sampling technique. The research was carried out from August to October 2021. The population in this study were all religious teachers (23 people) with a saturated sample at the research locus. The measurement variables in this study include aspects of the perspectives, policies, and practices of religious teachers in counteracting radicalism based on local cultural values. Qualitative and quantitative data analysis is carried out descriptively. The results show that the creativity of religious teachers has a relationship and occupies a central position to counteract radicalism based on local cultural values. Meanwhile, overall, there is a close relationship between the creativity of religious teachers in aspects of perspective, policy, and practice with efforts to counteract radicalism based on local cultural values.

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Religious Education for Schools Within Conflict-Prone Zones: An Inclusive Multicultural Approach

Cited by 5 publications

References 20 publications

Truth Claims and Multicultural Values in Learning Religious Education

Truth Claims and Multicultural Values in Learning Religious Education

Malay Culture-Based Local Content Curriculum in Islamic Education

Teacher Creativity Counteracts Radicalism in The World of Education Based on Local Cultural Values

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