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All Journal International Journal of Nusantara Islam International Journal of Nusantara Islam
Agus Rahmat Nugraha
Institut Muhammadiyah Darul Arqam Garut
Religion Arts Humanities Social Sciences

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Dissemination of Peace Education in Educational Institutions in Countering Radicalism and Intolerance Agus Rahmat Nugraha
International Journal of Nusantara Islam Vol 14 No 2 (2026): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v14i2.58677

Abstract

Indonesia is a pluralistic nation characterized by diversity of religions, cultures, languages, traditions, and social views. This diversity is a national strength, but it can also give rise to conflict, radicalism, and intolerance if not accompanied by the ability to understand and appreciate differences. This study aims to analyze the urgency and strategies for disseminating peace education in educational institutions as an effort to counter radicalism and intolerance among students. The study uses a qualitative approach, employing a literature review of scientific journals, books, official websites, and other relevant sources. The analysis focuses on the concept of peace education, the characteristics of radicalism and intolerance, and strategies for its implementation in educational environments. The results of the study indicate that peace education can be a strategic approach in building a culture of peace by strengthening tolerance, respect for human rights, communication, cooperation, non-violent conflict resolution, and respect for diversity. The dissemination of peace education needs to be carried out systematically through schools, madrasahs, universities, Islamic boarding schools, and community education spaces by involving interfaith dialogue, social solidarity activities, multicultural education, and the cultivation of inclusive attitudes. From an Islamic perspective, this strategy can be developed through the principles of wisdom, al-mau'izah al-hasanah, and al-mujadalah billati hiya ahsan as contained in QS. An-Nahl, verse 125. The program evaluation framework can include objectives, indicators, verification, assessment, and follow-up. Thus, the dissemination of peace education not only functions as an instrument for preventing radicalism and intolerance but also as a means of forming a young generation that is tolerant, inclusive, humanistic, and capable of becoming agents of peace in social, national, and religious life.
Dissemination of Peace Education in Educational Institutions in Countering Radicalism and Intolerance Agus Rahmat Nugraha
International Journal of Nusantara Islam Vol 14 No 2 (2026): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v14i2.58677

Abstract

Indonesia is a pluralistic nation characterized by diversity of religions, cultures, languages, traditions, and social views. This diversity is a national strength, but it can also give rise to conflict, radicalism, and intolerance if not accompanied by the ability to understand and appreciate differences. This study aims to analyze the urgency and strategies for disseminating peace education in educational institutions as an effort to counter radicalism and intolerance among students. The study uses a qualitative approach, employing a literature review of scientific journals, books, official websites, and other relevant sources. The analysis focuses on the concept of peace education, the characteristics of radicalism and intolerance, and strategies for its implementation in educational environments. The results of the study indicate that peace education can be a strategic approach in building a culture of peace by strengthening tolerance, respect for human rights, communication, cooperation, non-violent conflict resolution, and respect for diversity. The dissemination of peace education needs to be carried out systematically through schools, madrasahs, universities, Islamic boarding schools, and community education spaces by involving interfaith dialogue, social solidarity activities, multicultural education, and the cultivation of inclusive attitudes. From an Islamic perspective, this strategy can be developed through the principles of wisdom, al-mau'izah al-hasanah, and al-mujadalah billati hiya ahsan as contained in QS. An-Nahl, verse 125. The program evaluation framework can include objectives, indicators, verification, assessment, and follow-up. Thus, the dissemination of peace education not only functions as an instrument for preventing radicalism and intolerance but also as a means of forming a young generation that is tolerant, inclusive, humanistic, and capable of becoming agents of peace in social, national, and religious life.
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