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All Journal STUDIA ISLAMIKA Mitra PGMI: Jurnal Kependidikan MI Studia Islamika
Abdallah, Abdallah
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Religion Education

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Exclusivism and Radicalism in Schools: State Policy and Educational Politics Revisited Abdallah, Abdallah
Studia Islamika Vol 23, No 3 (2016): Studia Islamika
Publisher : Center for Study of Islam and Society (PPIM) Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (398.942 KB) | DOI: 10.15408/sdi.v23i3.4425

Abstract

Religious Education is an important part of a nation’s political culture, and Indonesia is no exception. Since independence, Sukarno, Indonesia’s first president, insisted that the role of Islamic education was not only character-building but also nation-building. Islamic religious education is expected to have a stake in building the character of the nation and to participate in actualizing the promises of independence. The objective of Islamic education in Indonesia is not only to create a religious person, but also making a good citizen.The values ​​of piety assume that a person will be a good citizen: tolerant, democratic and respectful of others. However, practically, piety does not guarantee that a person is able to uphold such values ​​of citizenship. Today, religious radicalism which leads to violent behavior and labelling the other as unbeliever (takfīrīyah) is booming in the community. Ironically, the radical ideology infiltrates education sector. In Jombang, in March 2015, the Ansor Youth Movement (Gerakan Pemuda Ansor) associated with Nahdlatul Ulama found radical ideology on senior high school worksheets which called for killing people deemed idolatrous; the worksheet reads: “only Allah can and should be worshipped, and those who worship anything besides Allah have become idolatrous and should be killed.” As it turned out, this was not only in Jombang; the same materials can be found in Jakarta, Depok and Bandung.DOI: 10.15408/sdi.v23i3.4425
Peran Guru Pendidikan Agama Islam dalam Meningkatkan Perilaku Islami Siswa di SD Negeri 01 Indralaya Almujahid, Cittra Juniarni; Abdallah, Abdallah; Helyani, Helyani
Mitra PGMI: Jurnal Kependidikan MI Vol. 8 No. 1 (2022): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v8i1.405

Abstract

Islamic Religious Education teachers are expected to be able to teach, guide, and provide good examples to students on how to behave properly. The role of Islamic Religious Education teachers has a central position in shaping student behavior in schools, if teachers are able to direct students to behave Islamically, it is not impossible in the school to create a culture of Islamic behavior. This research uses descriptive qualitative research. The data obtained are in the form of primary and secondary data. The data analysis used is data reduction, data presentation and conclusion drawing as the final result of this research. The research results obtained are as follows: First, namely the Role of Islamic Religious Education Teachers in Improving Students' Islamic Behavior at SD Negeri 01 Indralaya including: a. using the lecture method and the habituation method, b. maximize religious facilities in schools, c. Cultivate 5S, d. always try to set a good example or role model for students. Second, the supporting factors of Islamic religious education teachers in improving the Islamic behavior of students at SD Negeri 01 Indralaya are: a. there is cooperation between teachers; b. the participation of parents of students; c. sanctions for students who violate. While the inhibiting factors are: a. the absence of a prayer room so that the process of forming Islamic behavior is hampered; b. lack of books on Islamic studies
Exclusivism and Radicalism in Schools: State Policy and Educational Politics Revisited Abdallah, Abdallah
Studia Islamika Vol. 23 No. 3 (2016): Studia Islamika
Publisher : Center for Study of Islam and Society (PPIM) Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sdi.v23i3.4425

Abstract

Religious Education is an important part of a nation’s political culture, and Indonesia is no exception. Since independence, Sukarno, Indonesia’s first president, insisted that the role of Islamic education was not only character-building but also nation-building. Islamic religious education is expected to have a stake in building the character of the nation and to participate in actualizing the promises of independence. The objective of Islamic education in Indonesia is not only to create a religious person, but also making a good citizen.The values ​​of piety assume that a person will be a good citizen: tolerant, democratic and respectful of others. However, practically, piety does not guarantee that a person is able to uphold such values ​​of citizenship. Today, religious radicalism which leads to violent behavior and labelling the other as unbeliever (takfīrīyah) is booming in the community. Ironically, the radical ideology infiltrates education sector. In Jombang, in March 2015, the Ansor Youth Movement (Gerakan Pemuda Ansor) associated with Nahdlatul Ulama found radical ideology on senior high school worksheets which called for killing people deemed idolatrous; the worksheet reads: “only Allah can and should be worshipped, and those who worship anything besides Allah have become idolatrous and should be killed.” As it turned out, this was not only in Jombang; the same materials can be found in Jakarta, Depok and Bandung.DOI: 10.15408/sdi.v23i3.4425
State, Religious Education, and Prevention of Violent Extremism in Southeast Asia Abdallah, Abdallah
Studia Islamika Vol. 26 No. 2 (2019): Studia Islamika
Publisher : Center for Study of Islam and Society (PPIM) Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sdi.v26i2.12204

Abstract

In the last two decades, violent extremism has become the center of attention for the world. The 9/11 attack in New York which devastated the World Trade Center (WTC) twin towers were a “big bang” for the violence phenomena triggered by the existence of radical religious ideas. The tragedy carried out by the al-Qaeda extremist group triggered tension in many countries which at some level it gave birth to the symptoms of a so-called called “Islamophobia”—a religious perspective that sees Islam as the estuary of violence. That dark event, then, has signaled a new chapter in the portrait of global diversity.Since then, violent extremism phenomena have been increasingly affecting the Southeast Asian region. Bali Bombing I (2002), Bali Bombing II (2005), attacks on the Ahmadiya group in Cikeusik, Banten (2011), Sunni conflicts with Shia community in Sampang, Madura (2013), burning of churches in Singkil, Aceh and burning of mosques in Tolikara, Papua (2015), the bombing on Thamrin Street, Jakarta (2016) and the suicide bombings in three churches in Surabaya (2018) have shown us that violent extremism was a bitter experience for Indonesia. This gives a gloomy representation for the essence of religious understanding that rests on the idea of raḥmatan li al-‘ālamīn—becoming a blessing for the entire universe. Also, the phenomena have alarmed us to be cautious and worry about threats on Indonesianism that upholds diversity.
Co-Authors Almujahid, Cittra Juniarni Helyani, Helyani