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All Journal Mimbar Agama Budaya Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Najamuddin Petta Solong
Institut Agama Islam Negeri Sultan Amai Gorontalo, Indonesia
Religion Arts Humanities Education Social Sciences

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A Collaborative Islamic Education Learning Model Based on Local Culture to Strengthen Students’ Social Character in Madrasah Rinaldi Datunsolang; Najamuddin Petta Solong; Firman Sidik; Ritmon Amala; Djunawir Syafar; Ahmad Fakhrurrazi Bin Mohammed Zabidi; Safaah Restuning Hayati
Mimbar Agama Budaya Vol. 43 No. 1 (2026)
Publisher : Center for Research and Publication (PUSLITPEN), UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/mimbar.v43i1.51094

Abstract

This study aims to analyze the collaborative Islamic education learning model based on local culture in strengthening the social character of students in Madrasah Aliyah Negeri 2 Gorontalo Regency. This study uses a descriptive qualitative approach with data collection techniques in the form of observation, in-depth interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that collaborative learning based on local culture is applied through group discussions, social projects, and reflection on Islamic values that are integrated with the local culture of Gorontalo, especially the value of huyula which emphasizes cooperation, empathy, and responsibility. This model contributes to increasing student learning participation while strengthening social character, such as tolerance, solidarity, and social concern. The strengthening is supported by the culture of mutual cooperation and madrasah leadership in creating a conducive learning environment. This study confirms that the collaborative Islamic Education learning model based on local culture is effective in integrating cognitive, affective, social, and spiritual aspects to shape the social character of students in madrasah.
Educational Institutions and Religious Identity Polarization: Toward an Educational Anti-Polarization Framework Suwardi; Abdurrahman R. Mala; Tuharso; Hasyim Mahmud Wantu; Firman Sidik; Nur Gamar; Najamuddin Petta Solong
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.132

Abstract

Religious identity polarization has become an increasingly significant challenge for social cohesion in pluralistic societies. Educational institutions are frequently regarded as strategic spaces for fostering tolerance, promoting intergroup understanding, and preventing the development of exclusionary identities. This study aimed to systematically examine the role of educational institutions in preventing religious identity polarization and to identify the contextual conditions that support the effectiveness of such efforts. A systematic literature review was conducted following the PRISMA framework. Literature searches were performed across Scopus, Web of Science, Google Scholar, and SINTA databases, focusing on studies published between 2019 and 2025. From an initial pool of 284 records, 31 studies met the inclusion criteria and were analyzed using thematic analysis. The findings revealed four interconnected educational mechanisms that contribute to preventing religious identity polarization: inclusive curricula, dialogical pedagogical approaches, heterogeneous educational environments, and digital media literacy. The review also identified five key conditions that enhance effectiveness, namely institutional leadership commitment, educator capacity, policy consistency, family and community involvement, and evidence-based program implementation. Drawing upon Social Identity Theory, Intergroup Contact Theory, Social Capital Theory, and digital polarization perspectives, the study proposes an Educational Anti-Polarization Framework that conceptualizes educational institutions as multilevel systems shaping cognitive, social, pedagogical, and digital dimensions of identity formation. The findings highlight the importance of integrated educational strategies for strengthening social cohesion and fostering inclusive citizenship in increasingly diverse and digitally connected societies.
Co-Authors Abdurrahman R. Mala Ahmad Fakhrurrazi Bin Mohammed Zabidi Djunawir Syafar Firman Sidik Hasyim Mahmud Wantu Nur Gamar Rinaldi Datunsolang Ritmon Amala Safaah Restuning Hayati Suwardi Tuharso