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All Journal Education: Jurnal Sosial Humaniora dan Pendidikan Al-Munawwarah : Jurnal Pendidikan Islam
Mudzakkir Ali
Universitas Wahid Hasyim, Semarang, Indonesia
Humanities Languange, Linguistic, Communication & Media Other

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Islam Wasathiyyah sebagai Basis Pengembangan Teori Pendidikan Islam Nusantara: Kritik Konstruktif terhadap Polarisasi Model Tradisionalis dan Modernis dalam Kurikulum Pendidikan Agama Islam Wiasih Wiasih; Mudzakkir Ali; Sari Hernawati; Mahmutarom Mahmutarom
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i1.571

Abstract

This article is grounded in the polarization between traditionalist and modernist models in the Islamic Religious Education (PAI) curriculum, which has produced epistemological fragmentation in the development of Nusantara Islamic education theory. This study aims to analyze the strengths and weaknesses of the traditionalist model, examine the strengths and weaknesses of the modernist model and explain Islam Wasathiyyah as an epistemological foundation. This research employed a qualitative approach through critical library research, supported by Norman Fairclough’s critical discourse analysis. The data were collected from policy documents, curriculum regulations, and relevant scholarly articles. The findings show that the traditionalist model is strong in authoritative knowledge transmission, moral formation, spirituality, and moderate character building, yet weak in adapting to modernity and contemporary sciences. In contrast, the modernist model is strong in educational access, competitiveness, and knowledge integration, but it risks eroding Islamic identity and producing hidden secularization. Islam Wasathiyyah offers an epistemological synthesis through the principles of tawassuth, tawazun, tasamuh, and i’tidal, which can integrate the strengths of both models while overcoming their limitations. The implication of this study emphasizes the need to develop a holistic, transformative, and contextual PAI curriculum rooted in the character of Nusantara Islam.
Strategi Pembelajaran Dialogis dalam Pendidikan Agama Islam untuk Menguatkan Sikap Toleransi Siswa di Era Digital Muhammad Ali Subkan; Achmad Syaifur Rijal; Mudzakkir Ali
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 1 (2026): MARET : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/630f1v92

Abstract

This study examines dialogic learning strategies in Islamic Religious Education as an effort to strengthen students’ tolerance in the digital era. The background of this study is based on the increasing need for religious education that not only develops students’ cognitive understanding of Islamic teachings but also shapes inclusive, empathetic, and tolerant social attitudes. The rapid growth of digital media has exposed students to various religious narratives, including unverified information, hate speech, and intolerant discourse. Therefore, Islamic Religious Education needs a learning strategy that encourages critical thinking, respectful dialogue, and contextual understanding of religious values. This study employs a qualitative approach using library research. Data were collected from books, journal articles, policy documents, and relevant academic sources related to dialogic learning, Islamic Religious Education, religious moderation, tolerance, and digital literacy. The data were analyzed using descriptive qualitative content analysis. The findings show that dialogic learning can strengthen students’ tolerance through open questioning, reflective discussion, active listening, value clarification, contextual case analysis, and collaborative reflection. In the context of Islamic Religious Education, this strategy helps students internalize Islamic values such as tasamuh, justice, balance, ukhuwah, and rahmatan lil ‘alamin. The study also reveals that dialogic learning is relevant for addressing digital-era challenges, particularly by guiding students to critically evaluate religious content, avoid hate speech, and practice ethical communication in online spaces. This study concludes that dialogic learning is a relevant pedagogical strategy for developing tolerant, critical, and socially responsible students in Islamic Religious Education.
Co-Authors Achmad Syaifur Rijal Mahmutarom Mahmutarom Muhammad Ali Subkan Sari Hernawati Wiasih Wiasih