Article Sidebar

Submitted
July 8, 2022
Accepted
August 11, 2022
Published
June 6, 2022
Download
PDF Turnitin
Statistic
Read Counter : 35 Download : 95

Main Article Content

Abstract

Religious Moderation in education is important to implement because it can bring a deterrent effect to the students’ religious understanding and practice to avoid radicalism in higher education. The present study is aimed at investigating learning strategies to deliver Islamic Religious Education in higher education. A qualitative method with a case study approach was applied in this study. The data were collected by using interview, documentation, and observation. The results show that the university applied several learning strategies to strengthen students’ psychomotor and affective aspects in the form of experiential, habituation, emotional, functional, and rational strategies. Those strategies can be implemented by using various learning methods such as lectures, discussions, experiments, and assignments that promote moderate Islamic values and Rahmatan LiAlaminin.

Keywords

Higher Education Learning Strategy Moderate Islam

Article Details

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Author Biography

Muhammad Anas Ma`arif, Institut Pesantren Kh. Abdul Chalim Pacet Mojokerto, Indonesia

Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah

References

  1. Abdallah, A. (2016). Exclusivism and Radicalism in Schools: State Policy and Educational Politics Revisited. Studia Islamika, 23(3), 625–632. https://doi.org/10.15408/sdi.v23i3.4425
  2. Abdullah, M. L., & Syahri, A. (2019). Model of Religious Culture Education and Humanity. Nadwa, 12(2), 331–344. https://doi.org/10.21580/nw.2018.12.2.2756
  3. Abdurrohman, A., & Syamsiar, H. (2017). Pembelajaran Pendidikan Agama Islam (PAI) Model Keberagamaan Inklusif untuk Mencegah Radikalisme Beragama Dikalangan Siswa SMA. Fenomena, 9(1). 105. https://doi.org/10.21093/fj.v9i1.789
  4. Alam, M. (2020). A Collaborative Action in the Implementation of Moderate Islamic Education to Counter Radicalism. International Journal of Innovation, 11(7), 20.
  5. Alawi, H., & Maarif, M. A. (2021). Implementasi Nilai Islam Moderat Melalui Pendidikan Berbasis Multikultural. Journal of Research and Thought on Islamic Education, 4(2), 214–230. https://doi.org/10.24260/jrtie.v4i2.2037
  6. Amrullah, A. M. K. (2016). Reformulasi Pendekatan Pendidikan Islam dalam Problem Kontemporer. Ulul Albab, 17, 19–30. Retrieved from http://doi.org/10.18860/ua.v17i1.3384
  7. Appleyard, K., & Appleyard, N. (2014). The Professional Teacher in Further Education. Critical Publishing.
  8. Arifianto, A. R. (2017). Islam with progress: Muhammadiyah and moderation in Islam. Retrieved from https://dr.ntu.edu.sg/handle/10220/44024
  9. Arifianto, A. R. (2019). Islamic Campus Preaching Organizations in Indonesia: Promoters of Moderation or Radicalism? Asian Security, 15(3), 323–342. https://doi.org/10.1080/14799855.2018.1461086
  10. Azmiyah, U., & Astutik, A. P. (2021). The Role of The Movement Teacher in Preparing Indonesia’s Excellent Generation. Nazhruna: Jurnal Pendidikan Islam, 4(2), 396–408. https://doi.org/10.31538/nzh.v4i2.1582
  11. Baidhawy, Z. (2015). The Muhammadiyah’s Promotion of Moderation. American Journal of Islam and Society, 32(3), 69–91. https://doi.org/10.35632/ajiss.v32i3.271
  12. Bogdan, R., & Biklen, S. K. (1998). Qualitative Research for Education: An Introduction to Theory and Methods (3rd ed). Boston: Allyn and Bacon.
  13. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed). Boston: Pearson.
  14. Darajat, Z. (2017). Muhammadiyah dan NU: Penjaga Moderatisme Islam di Indonesia. Hayula: Indonesian Journal of Multidisciplinary Islamic Studies, 1(1), 79–94. https://doi.org/10.21009/hayula.001.1.05
  15. Devina, H., & Sabrina, A. (2018). BIN: 7 Perguruan Tinggi Negeri Terpapar Paham Radikal. Retrieved 26 July 2019, from Kompas.com website: https://nasional.kompas.com/read/2018/11/20/23070271/bin-7-perguruan-tinggi-negeri-terpapar-paham-radikal
  16. Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction. Vital Source (for Pearson) VST E+p. Retrieved from https://books.google.co.id/ books?id=XIjNjgEACAAJ
  17. Djamarah, S. B & Zain, A. (2010). Strategi Belajar Mengajar. Jakarta: Rineka Cipta.
  18. Emmerich, A. (2019). Islamic Movements in India: Moderation and its Discontents. London: Routledge. https://doi.org/10.4324/9780429324987
  19. Fadlan, M. N., & Saputra, R. E. (2017). Islam, Radicalism, Democracy, and Global Trends in Southeast Asia. Studia Islamika, 24(3), 643–647. https://doi.org/10.15408/sdi.v24i3.6566
  20. Harahap, R. A., Dahlan, Z., & Usiono, U. (2022). The Role of The IRE Teacher in Shaping The Attitude of Student’s Religious Moderation. Nazhruna: Jurnal Pendidikan Islam, 5(2), 618–633. https://doi.org/10.31538/nzh.v5i2.2194
  21. Hartley, D. S., & Jobson, K. O. (2020). Cognitive Superiority: Information to Power. Springer Nature.
  22. Imron, A., & Syukur, F. (2021). Religious Moderation in Pesantren Culture Era Post-Truth for Santri-College Students of Unwahas and UIN Walisongo. Edukasi Islami: Jurnal Pendidikan Islam, 10(001), 199–218. https://doi.org/10.30868/ei.v10i001.1782
  23. Jubba, H., Awang, J., & Sungkilang, S. A. (2021). The Challenges of Islamic Organizations in Promoting Moderation in Indonesia. Wawasan: Jurnal Ilmiah Agama dan Sosial Budaya, 6(1), 43–54. https://doi.org/10.15575/jw.v6i1.12948
  24. Khozin, W. (2013). Sikap Keagamaan dan Potensi Radikalisme Agama Mahasiswa Perguruan Tinggi Agama. EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan, 11(3). https://doi.org/10.32729/edukasi.v11i3.415
  25. Krau, S. D. (2011). Creating Educational Objectives for Patient Education Using the New Bloom’s Taxonomy. Nursing Clinics of North America, 46(3), 299–312. https://doi.org/10.1016/j.cnur.2011.05.002
  26. Liputan6.com. (2018, June 5). Perguruan Tinggi Terpapar Radikalisme. Retrieved 26 July 2019, from Liputan6.com website: https://www.liputan6.com/news/read/3549087 /perguruan-tinggi-terpapar-radikalisme
  27. Llorent-Bedmar, V., Cobano-Delgado Palma, V. C., & Navarro-Granados, M. (2020). Islamic religion teacher training in Spain: Implications for preventing islamic-inspired violent radicalism. Teaching and Teacher Education, 95, 103138. https://doi.org/10.1016/j.tate.2020.103138
  28. Maksudin. (2013). Pendidikan Karakter Non-Dikotomik (Cet. 1). Yogyakarta: Pustaka Pelajar.
  29. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. SAGE.
  30. Muchith, M. S. (2016). Radikalisme dalam Dunia Pendidikan. ADDIN, 10(1), 163–180.
  31. Muhaimin. (1996). Strategi Belajar Mengajar (Cet. 5). Surabaya: Citra Media.
  32. Muhsin, I., Rochmawati, N., & Huda, M. C. (2019). Revolution of Islamic Proselytizing Organization: From Islamism to Moderate. QIJIS (Qudus International Journal of Islamic Studies), 7(1), 45–70. https://doi.org/10.21043/qijis.v7i1.5076
  33. Nur, I., Nawawie, A. H., Fajarwati, H., & Chusna, H. (2020). Embracing Radicalism and Extremism in Indonesia with the Beauty of Islam. Asian Research Journal of Arts & Social Sciences, 1–18. https://doi.org/10.9734/arjass/2020/v10i230141
  34. Osipov, E. (2020). French Multiculturalism. From Islamization of Radicalism to Radicalization of Islam? Novaia i Noveishaia Istoriia, (6), 179–187. https://doi.org/10.31857/S013038640012699-6
  35. Prasetiawati, E. (2017). Menanamkan Islam Moderat untuk Menanggulangi Radikalisme di Indonesia. Fikri : Jurnal Kajian Agama, Sosial Dan Budaya, 2(2), 523–570. https://doi.org/10.25217/jf.v2i2.152
  36. Purtilo-Nieminen, S., Vuojärvi, H., Rivinen, S., & Rasi, P. (2021). Student Teachers’ Narratives on Learning: A Case Study of A Course on Older People’s Media Literacy Education. Teaching and Teacher Education, 106, 103432. https://doi.org/10.1016/j.tate.2021.103432
  37. Rahmat, M. (2018). Model Perkuliahan Pendidikan Agama Islam Yang Damai, Moderat, dan Toleran. Nadwa, 12(1), 39–64. https://doi.org/10.21580/nw.2018.12.1.2180
  38. Rochmat, A. M. (2018). Enam Ciri Sikap Moderat dalam Berislam. Retrieved 27 July 2019, from NU Online website: https://www.nu.or.id/post/read/93128/enam-ciri-sikap-moderat-dalam-berislam
  39. Rifa’i, M. (2016). Internalisasi Nilai-nilai Religius Berbasis Multikultural Dalam Membentuk Insan Kamil. UIN Sunan Ampel Journal of Islamic Education, 4(1), 116–133.
  40. Saleh, U. H. (2019, June 3). Menristek Sebut Sudah Lama 10 Perguruan Tinggi Terpapar Radikalisme. Retrieved 26 July 2019, from Suara.com website: https://www.suara.com/news/2019/06/03/135655/menristek-sebut-sudah-lama-10-perguruan-tinggi-terpapar-radikalisme
  41. Schmidt, L. (2021). Aesthetics of Authority: ‘Islam Nusantara’ and Islamic ‘radicalism’ in Indonesian Film and Social Media. Religion, 51(2), 237–258. https://doi.org/10.1080/0048721X.2020.1868387
  42. Sodikin, A. (2019). Strategi Pembelajaran Pendidikan Agama Islam Berbasis Moderat Di Perguruan Tinggi Keagamaan Islam. Al-I’tibar : Jurnal Pendidikan Islam, 6(2), 76–86. https://doi.org/10.30599/jpia.v6i2.641
  43. Sodikin, A., & Ma`arif, M. A. (2021). Penerapan Nilai Islam Moderat Dalam Pembelajaran Pendidikan Agama Islam di Perguruan Tinggi. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 19(2), 188–203. https://doi.org/10.32729/edukasi.v19i2.702
  44. Solichin, M. M. (2018). Pendidikan Islam Moderat Dalam Bingkai Kearifan Lokal. Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam, 8(1), 174–194. https://doi.org/10.22373/jm.v8i1.2950
  45. Suharto, T. (2015). Gagasan Pendidikan Muhammadiyah dan NU sebagai Potret Pendidikan Islam Moderat di Indonesia. Islamica: jurnal studi keislaman, 9(1), 81–109. https://doi.org/10.15642/islamica.2014.9.1.81-109
  46. Suharto, T. (2017). Indonesianisasi Islam: Penguatan Islam Moderat dalam Lembaga Pendidikan Islam di Indonesia. Al-Tahrir: Jurnal Pemikiran Islam, 17(1), 155–178. https://doi.org/10.21154/altahrir.v17i1.803
  47. Supriadi, U., Romli, U., Islamy, M. R. F., Parhan, M., & Budiyanti, N. (2021). The Role of Islamic Education Teachers in Preventing Radicalism at Madrasa Aliyah. Nazhruna: Jurnal Pendidikan Islam, 4(1), 74–90. https://doi.org/10.31538/nzh.v4i1.1073
  48. Susanto, N. H. (2018). Menangkal Radikalisme Atas Nama Agama Melalui Pendidikan Islam Substantif. Nadwa, 12(1), 65–88. https://doi.org/10.21580/nw.2018.12.1.2151
  49. Ummah, S. C. (2012). Akar Radikalisme Islam di Indonesia. HUMANIKA, 12(1). https://doi.org/10.21831/hum.v12i1.3657
  50. Zubaedi. (2011). Desain Pendidikan karakter, Konsepsi dan Aplikasinya dalam Pendidikan. Jakarta: Kencana Prenada.