The Implementation of Religious Tolerance: Study on Pesantren Bali Bina Insani with Bali Hindus Communities

Aryati, Ani; Suradi, Ahmad

doi:10.26811/peuradeun.v10i2.646

Cited by 13 publications

(13 citation statements)

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“…While the implications of the religious moderation education strategy at the North Sulawesi Mualaf Council Manado City Branch have been implemented effectively, this is evidenced by the realization of First, Golden Generation, which focuses on strengthening the creed, developing the potential of Muslims, especially converts to be more qualified, having an important role for the people to lead a reliable society (Rokhman, Hum, Syaifudin, & Yuliati, 2014). Second, Love and Tolerance, which can provide understanding to non-Muslim families so that they still accept the situation of converts to Islam well; the speakers must be selected in advance so that they can convey important messages of religious moderation to maintain the stability of tolerance, teach about sincerity and maintain good relations between people (Aryati & Suradi, 2022;Maarif, Muarofah, Sianipar, Hariyadi, & Kausar, 2023). Third.…”

Section: Discussionmentioning

confidence: 99%

Religious Moderation Education Strategy at the Mualaf Assembly

Kader,

Rofiq,

Ma`arif

2024

At-tadzkir

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This article describes the religious moderation education strategy and its implications at the Manado branch of the North Sulawesi Converts Association. The research that has been used is qualitative research with a phenomenological approach. The data collection techniques in this research are through observation, interview, and documentation. The important finding of this article is that the strategy of Religious Moderation Education at the North Sulawesi Converts Assembly Manado City Branch departs from the discussion of research results and the theory of David Hunger and Thomas L Whelen, which has several stages in strategy: the first stage, Strategy Formulation, the second stage, Strategy Implementation, Strategy, and the third stage, Strategy Evaluation. The Implication of the Religious Moderation Education Strategy at the North Sulawesi Mualaf Council Manado City Branch is based on the discussion of research results and the theory of Fethullah Gulen, which has several stages in Moderation Education: the first stage, Golden Generation, the second stage, Love and Tolerance, and the third stage, Islam Rahmatan Lil Alamin.

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Section: Discussionmentioning

confidence: 99%

Religious Moderation Education Strategy at the Mualaf Assembly

Kader,

Rofiq,

Ma`arif

2024

At-tadzkir

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“…These educational curricula serve as foundational elements in promoting moderate Islamic values, including the cultivation of tasámuh (tolerance). By instilling the value of tasámuh, teachers at SMA Muhammadiyah 10 Rantauprapat prioritize two key programs: Al Islam education and Kemuhammadiyahan (Aryati & Suradi, 2022;Watung, Sunarno, Fitriyah, Saputra, & Abas, 2023).…”

Section: Discussionmentioning

confidence: 99%

Planning Internalization of Moderate Islamic Education

Sinaga,

Ruwaidah,

Nahar

2024

NJMPI

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The purpose of this research is to investigate the concept program of moderate Islamic education at Yayasan Nur Ibrahimy, the integrated schools of SMK Madani and SMA Muhammadiyah 10 Rantauprapat, including the steps, obstacles, support, and efforts involved. This research utilized a qualitative method and was conducted at Senior High School Nur Ibrahimy, the integrated school of SMK Madani, and SMA Muhammadiyah 10 Rantauprapat. The data collection techniques included interviews, field research, and documentation studies. The rolling technique and data analysis involved data reduction, analysis of available data, and conclusion. The research was conducted from May 21, 2023, to February 21, 2024. The research findings at SMK Madani identified four concepts: employing future life skills to combat violence or learning through the principles of Ahlu Sunnah Wal Jama'ah An-Nahdiyin. At MAS Nur Ibrahimy, the concepts included Islamic brotherhood (ukhuwáh Islámiyah), national brotherhood (ukhuwáh wathániyah), and human brotherhood (ukhuwáh Insániyah). SMA Muhammadiyah 10 focused on two concepts: Islamic education (al-Islam) and Muhammadiyah principles (Kemuhammadiyahan).

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“…Tolerance and respect for the opinions of others is an attitude of individual openness that allows the development of ideas and ideas. People with an open view of other people's opinions will allow themselves to learn from others and others to learn from themselves (Alabdulhadi, 2019;Aryati & Suradi, 2022). This action has the values of mental models as in the theory found by Loliyana et al in their research on the implementation of the Mental model at SD Negeri 2 Perumnas Way Halim (2019), is always to respect the opinions of others when developing ideas or ideas by listening first to what is conveyed by others and not being indifferent.…”

Section: Implementation Of Mental Modelsmentioning

confidence: 99%

Enhancing Educational Ecosystems: Implementing Peter Senge's Learning Organization Model in Islamic Boarding Schools

Husaini Zuhri,

Huda

2024

Munaddhomah

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The inability of pesantren in the 21st-century era of knowledge and technology to maintain its classical madrasah system raises significant questions. Therefore, understanding how Madrasah Hidayatul Mubtadiin (MHM) in Lirboyo, Kediri City, as one of the Salafiyah Islamic Boarding Schools, adapts to its environment through the implementation of Peter Senge's five learning organization (LO) disciplines is crucial. This research adopts a qualitative approach, employing a case study methodology. Data were gathered through observations, interviews, and documentation. The findings indicate that the implementation of LO at MHM Lirboyo Madrasah aligns well with the five disciplines of a learning organization. These include: 1) Personal mastery among teachers is demonstrated through self-reflection, exemplary behavior, diligence, and consistency in adhering to institutional rules. 2) Mental models cultivated through tolerant behavior, respect, awareness of the importance of learning, high motivation for learning, and practicing akhlakul karimah (noble character). 3) Shared vision fostered through a commitment to obeying the Kiai (religious leaders), openness, sharing of vision, and socialization of programs. 4) Team learning is facilitated through open discussions and group dialogue. 5) System thinking is promoted through the involvement of administrators, coordinated work efforts, and mutual support. This research contrasts negative assessments of pesantren, which often characterize them as rural Islamic social structures entrenched in a conservative culture, as articulated by Clifford Geertz, Ahmad Syafi'i Ma'arif, and Fuad Amsyari.

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The Implementation of Religious Tolerance: Study on Pesantren Bali Bina Insani with Bali Hindus Communities

Cited by 13 publications

References 0 publications

Religious Moderation Education Strategy at the Mualaf Assembly

Religious Moderation Education Strategy at the Mualaf Assembly

Planning Internalization of Moderate Islamic Education

Enhancing Educational Ecosystems: Implementing Peter Senge's Learning Organization Model in Islamic Boarding Schools

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