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All Journal Kindergarten: Journal of Islamic Early Childhood Education Journal EVALUASI PANYONARA: Journal of English Education Journal of English Teaching, Literature, and Applied Linguistics SUHUF: Jurnal Pengkajian Al-Qur'an dan Budaya SALEE: Study of Applied Linguistics and English Education ELTALL: English Language Teaching, Applied Linguistic and Literature Jurnal Lektur Keagamaan Alhikam Journal of Multidisciplinary Islamic Education (AJMIE)
Fenty Andriani
Institut Agama Islam Negeri (IAIN) Ponorogo
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Jurnal Lektur Keagamaan

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STUDI KRITIS BUKU AJAR PENDIDIKAN AGAMA ISLAM (PAI)  TINGKAT MADRASAH ALIYAH TERBITAN KEMENTERIAN AGAMA  TAHUN 2020 Rosidin, Rosidin; Mardhatillah, Masyithah; Andriani, Fenty; Addakhil, Abdul Rahman
Jurnal Lektur Keagamaan Vol 22 No 2 (2024): Jurnal Lektur Keagamaan Vol. 22 No. 2 Tahun 2024
Publisher : Center for Research and Development of Religious Literature and Heritage, Agency for Research and Development and Training, Ministry of Religious Affairs of the Republic of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31291/jlka.v22i2.1273

Abstract

Previous studies have identified radical content in Islamic religious education (PAI) textbooks. However, no comprehensive examination of 12 PAI textbooks in Indonesian Islamic high schools (Madrasah Aliyah) has been conducted. This study aims to address two questions: (1) What forms of non-moderate interpretation threaten religious moderation? (2) What forms of moderate interpretation strengthen religious moderation? This qualitative study gathered data through documentation, interviews with PAI textbook authors, and discussions with PAI experts in scientific forums. Data were analyzed using an interactive model. The findings of this study identified three forms of non-moderate interpretations in PAI textbooks that threaten religious moderation: (1) Textual interpretations undermining national commitment (wataniyyah), obedience to legislation (dusturiyyah), and acceptance of tradition (urfiyyah); (2) Partial interpret­tations compro­mising equality (mubadalah), compassion (rahamutiyyah), and justice (adalah); (3) Monodimensional interpretations on benefit (maslahat), huma­nity (insaniyyah), and tolerance (tasamuh). Conversely, moderate interpret­a­tions that strengthen religious moderation include: (1) Contextual inter­pretations combining objective text meanings with rele­vant subjective contexts; (2) Holistic interpretations integrating compre­hensive understand­ing of the Qur'an through the maudu’i (thematic) method with collective expert validation (taqrir jama’i); (3) Multidimen­sional interpretations mer­ging insights from Islamic science experts (shar’i) with those from natural, social, and humanities sciences (kawni). The practical implications highlight the need for developing mufassir education programs to produce contextual interpretations, expanding scientific forums for holistic interpretations, and enhancing collaboration between shar’i and kawni experts for multidimen­sional interpretations
Co-Authors Addakhil, Abdul Rahman Desi Puspitasari Febrilyantri , Candra Masruroh Masruroh Masruroh Masruroh Masyithah Mardhatillah, Masyithah Novika Agustiningsih Rosidin Rosidin Rosidin Rosidin Sajjadi , Seyyed Abbas Yuli Salis Hijriyani Yuli salis hijriyani.