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LEADERSHIP STRATEGIES IN FOSTERING NATIONAL INSIGHT FROM THE PERSPECTIVE OF MULTICULTURAL ISLAMIC RELIGIOUS EDUCATION IN KAPUAS HULU REGENCY Susintoi, Susintoi; Kartono, Kartono; Maskuri, Maskuri; Ghony, M. Djunaidi
SANGKéP: Jurnal Kajian Sosial Keagamaan Vol. 8 No. 1 (2025): Religious Moderation, Cultural Traditions, and Digital Transformation in Contem
Publisher : Prodi Sosiologi Agama dan Asosiasi Sosiologi Agama Indonesia (ASAGI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/sangkep.v8i1.12034

The Kapuas Hulu Regency is home to a diverse array of ethnicities and cultures, requiring a leadership approach that can strengthen national values and interfaith tolerance. This study aims to examine leadership strategies for nurturing national insight in Kapuas Hulu, from the perspective of multicultural Islamic Religious Education. This research uses a qualitative method, with data collection through observation, interviews, and documentation, and data analysis is conducted through data condensation, data display, and drawing conclusions. The research findings indicate that leaders in Kapuas Hulu implement an inclusive approach in Islamic religious education, which not only emphasizes religious values but also encourages respect for cultural and ethnic differences. The leadership strategies applied in Kapuas Hulu include: a) Education and Socialization of Pancasila Values, b) Maintaining Diversity and Tolerance Among Ethnic Groups, Religions, and Races, and c) Strengthening National Identity through Culture and Traditions. These strategies reflect the efforts of leaders in Kapuas Hulu to nurture a sense of nationalism amid diversity in a pluralistic society. Additionally, leadership strategies should be directed toward the education sector as an effort to cultivate national values among the younger generation, such as: a) Raising Multicultural Awareness Among Students, b) Integrating Character Education into the Curriculum, andc) Creating a Tolerant and Inclusive Educational Environment. These strategies are being applied in the educational sector in Kapuas Hulu. However, leaders in Kapuas Hulu face challenges in practicing these strategies in everyday life, such as the high level of diversity and stereotypes.

IMPLEMENTATION OF THE VALUE OF RELIGIOUS MODERATION IN THE MIDST OF A MULTI-FAITH COMMUNITY: The Perspective of Multicultural Islamic Religious Education in Kapuas Hulu Regency Rabuddin, Muhammad; Shomad, Abdus; Maskuri, Maskuri; Rohman, M. Djunaidi Ghony; Siregar, Irma Suryani
SANGKéP: Jurnal Kajian Sosial Keagamaan Vol. 8 No. 1 (2025): Tolerance and Cultural Dynamics in Indonesia
Publisher : UIN Mataram dan Asosiasi Sosiologi Agama Indonesia (ASAGI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/sangkep.v8i1.12003

The implementation of religious moderation values in the midst of a multi-faith society in Kapuas Hulu Regency is important to strengthen harmony between religious communities. This regency is known for its high religious diversity so that in this context, multicultural Islamic religious education plays a strategic role in instilling the values of religious moderation. This study is included in the qualitative cluster by collecting observational data, interviews and documentation. In addition, researchers analyzed the data using data condensation, data display and drawing conclusions. The results of the study indicate that the implementation of religious moderation values in Islamic Religious Education in Kapuas Hulu Regency is very important to create a harmonious and peaceful society amidst diversity. Islamic Religious Education in Kapuas Hulu Regency has a strategic role in the implementation of religious moderation values, in the midst of a society that has high religious diversity. The values of religious moderation applied by the people of Kapuas Hulu Regency include a) tolerance, b) anti-violence, c) social justice and, d) inclusive attitudes so that they can make the people of Kapuas Hulu cooperate and respect each other. In addition, Kapuas Hulu Regency provides an understanding of the values of religious moderation through Islamic religious education such as a) religious tolerance education and b) understanding of religious moderation.

LEADERSHIP STRATEGIES IN FOSTERING NATIONAL INSIGHT FROM THE PERSPECTIVE OF MULTICULTURAL ISLAMIC RELIGIOUS EDUCATION IN KAPUAS HULU REGENCY Susintoi, Susintoi; Kartono, Kartono; Maskuri, Maskuri; Ghony, M. Djunaidi
SANGKéP: Jurnal Kajian Sosial Keagamaan Vol. 8 No. 1 (2025): Tolerance and Cultural Dynamics in Indonesia
Publisher : UIN Mataram dan Asosiasi Sosiologi Agama Indonesia (ASAGI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/sangkep.v8i1.12034

The Kapuas Hulu Regency is home to a diverse array of ethnicities and cultures, requiring a leadership approach that can strengthen national values and interfaith tolerance. This study aims to examine leadership strategies for nurturing national insight in Kapuas Hulu, from the perspective of multicultural Islamic Religious Education. This research uses a qualitative method, with data collection through observation, interviews, and documentation, and data analysis is conducted through data condensation, data display, and drawing conclusions. The research findings indicate that leaders in Kapuas Hulu implement an inclusive approach in Islamic religious education, which not only emphasizes religious values but also encourages respect for cultural and ethnic differences. The leadership strategies applied in Kapuas Hulu include: a) Education and Socialization of Pancasila Values, b) Maintaining Diversity and Tolerance Among Ethnic Groups, Religions, and Races, and c) Strengthening National Identity through Culture and Traditions. These strategies reflect the efforts of leaders in Kapuas Hulu to nurture a sense of nationalism amid diversity in a pluralistic society. Additionally, leadership strategies should be directed toward the education sector as an effort to cultivate national values among the younger generation, such as: a) Raising Multicultural Awareness Among Students, b) Integrating Character Education into the Curriculum, andc) Creating a Tolerant and Inclusive Educational Environment. These strategies are being applied in the educational sector in Kapuas Hulu. However, leaders in Kapuas Hulu face challenges in practicing these strategies in everyday life, such as the high level of diversity and stereotypes.

Holistic Curriculum Integration Model for Islamic Boarding Schools and Higher Education Sirojuddin, Akhmad; Maskuri; Ghoni, Junaidi; Hosna, Rofiatul
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 16 No 1 (2025): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/002025162646300

This study examines the form of curriculum integration between the Amanatul Ummah Islamic Boarding School and KH Abdul Chalim University, Mojokerto, focusing on integrating Islamic moderation-based religious education and academic education that accommodates social and cultural diversity. The background of this study is the need to integrate spiritual values and social diversity into the educational curriculum, which is increasingly relevant in an increasingly pluralistic world. The primary focus of this study is to explore how these two institutions form curriculum integration as a component that teaches pluralism, tolerance, and respect for differences in the context of higher education and pesantren. This study uses a qualitative approach with a case study method, involving interviews, observations, and documentation as data collection techniques to study the two institutions' curriculum integration process. The findings of this study indicate that Pesantren Amanatul Ummah emphasises moderate religious education based on yellow books and students' social activities. At the same time, KH Abdul Chalim University integrates pluralism values in formal courses that are more global, such as Aswaja and multicultural education. The results of this study indicate that curriculum integration in both institutions creates an inclusive and moderate education, which complements each other to form a more tolerant generation, and is ready to face social diversity. The implication of this finding is that the holistic curriculum integration model can be the basis for Islamic education in the future, with recommendations for further research on the challenges of implementation and the role of technology in multicultural teaching in Islamic boarding schools and universities.

Islamic Education Values in Shaping Washatiy Attitudes At Thursina High School Malang safi'i, imam; Maskuri; Djunaidi Ghoni
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 5 No 1 (2023)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v5i1.190

Abstract The diversity that exists in the Thursina Malang institution can be seen from the background of the origin of the Thursina Malang students, some are from various ethnic groups and cultures in Indonesia, they are from Kalimantan, Sulawesi, East Java, Central Java, Madura and Sumantra. Thursina's students are not only diverse in origin, but also the backgrounds of their parents are very varied, ranging from families of academics, businessmen, elite government officials and ordinary people. Thursina's students are not only diverse in terms of regional origin, but also the backgrounds of their parents who vary greatly from academics, businessmen, elite government officials and ordinary people. Even though the students come from various backgrounds, they can live side by side well because differences are considered very common, and at the Thursina institution, the mission of outvalues is broad knowledge, has moderate thoughts in Islam and has an understanding and attitude of rahmatanlilalamin. This study aims to describe, analyze and provide an interpretation of the values of Islamic education that are used as the basis for forming wasathiy attitudes at Thursina High School Malang. This research uses a qualitative approach with the type of case study. Data collection techniques through observational studies, interviews and documentation. Data analysis used the Miles and Huberman interactive model analysis. checking the validity of the data through construct validity, internal validity, external validity and consistency. The results showed that in forming students to have a washatiy attitude at Thursina Malang high school, several Islamic educational values are applied, such as; the value of commitment, the value of being virtuous (maintaining integrity and morality), the value of empathy (sensitive to surrounding problems), the value of compassionate (love others wholeheartedly), the value of excellent in service (leading in helping others), the value of moderate (wise and respecting differences), the value of Rahmatan lilalamin (spreading kindness and benefits to others) Keywords: Values, Islamic education, Thursina High School

Implementation Of Multicultural Islamic Religious Education Learning In Sd Taman Harapan And Sd Bina Budi Mulia Malang City Syamsul Bahri; Djunaidi Ghony; Hasan Busri
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 5 No 1 (2023)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v5i1.208

Islamic Religious Education (PAI), which is carried out in a rigid, monotonous, dogmatic, doctrinal, and theological-normative manner, tends to produce outputs that are insensitive to pluralism and can even lead to intolerance and radicalism. This study aims to analyze the values of multicultural Islamic religious education, which are used as guidelines in planning, implementing, and evaluating at SD Taman Harapan and SD Bina Budi Mulia, Malang City. This study uses a type of qualitative research with a phenomenological approach. Data collection techniques were carried out through participant observation, in-depth interviews, and documentation. data analysis technique called Cresswell spiral analysis. The results of the study show that the application of Islamic Religious Education (PAI) learning at SD Taman Harapan and SD Bina Budi Mulia is called Multicultural PAI. Because it starts from the internalization of school policies, namely the vision, mission, goals, and school activities and programs, as planning, to implementation and evaluation, based on multicultural values. The multicultural values that guide the application of PAI learning are: 1) the value of togetherness; 2) the value of tolerance; 3) the value of mutual respect or appreciation; 4) the value of sharing and helping each other; 5) the value of non-discrimination; 6) the value of equivalence; 7) the value of forgiveness; 8) the value of peace; 9) democratic values; 10) the value of caring; 11) the value of cooperation; and 12) religious values. Multicultural value integration practices are additive and contributive. The formalistic approach, informal internalization approach, socio-cultural approach, and individual approach are other approaches

Learning the Values of Multicultural Islamic Education as an Effort to Solve Santri Delinquency Renaningtyas, Peni Catur; Ramlan, Siti Rosilawati; Ghony, Djunaidi
IJIBS Vol. 1 No. 1 (2023): International Journal of Islamic Boarding School
Publisher : LP2M UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijibs.v1i1.18

Pesantren is an Islamic educational institution that has multicultural characteristics. The students who study at Islamic boarding schools generally come from various regions in Indonesia and even other countries with various ethnicities, races, cultures, languages, and family backgrounds from different socio-economic backgrounds. There are also variants of the education system in pesantren ranging from formal, non-formal, and informal education. The variety of diversity handled by an Islamic boardischoolsool often causes various phenomena of friction between students. So that a formula or approach to solving students' misbehavior is needed in solving and building constructive solutions through understanding, attitudes, and behavior of mutual respect in instilling the values of multicultural Islamic education that have been developed in Islamic boarding schools. This study aims to analyze and find the basis of values, learning processes, and educational models of Islamic boarding schools in multicultural Islamic religious learning as a conflict resolution for students at Islamic boarding schools Nurul Islam Antirogo and Islamic boarding schools al-Qodiri Jember. This study uses a qualitative approach, a type of case study with a multi-site design. Data collection uses in-depth interviews, participant observation, and document studies. Data analysis used interactive analysis the Miles & Hubermantechnique of checking the validity of the data is used by credibility by using triangulation of data and sources, dependability, conformability, and transformability. The results of the research show (1) the foundation of values (a) The introduction of ma'had and ta'aruf to respect each other, accept and strengthen equality not difference with the cultural values of multicultural Indonesian citizenship with the core of civic virtue (ukhuwah Islamiyah, wathoniyah and basyariyah) (b) Islam rahmatan lil alamin as a religion of love, safety and peace, (c) the values of aswajaan tawassuth (moderate), tawazun (balanced ), tasamuh (tolerance), ta'awun (help), husnudlan (favorable) and i'tidal (fair) in the process of multicultural Islamic religious education and solving students' problems/conflicts. The cause of the santri conflict is the difficulty factor in building new relationships with differences. The conflict resolution approach develops from Levin: parsing problems, solving problems, removing or eliminating problems, building reconciliation, and developing togetherness.

Agama dan Kekerasan Massa Ghony, M. Djunaidi
el Harakah: Jurnal Budaya Islam Vol 4, No 3 (2002): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/el.v4i3.5166

Tulisan ini membahas secara sosiologis fenomena terjadinya berbagai kekerasan massa. Selanjutnya akan difokuskan pada agama sebagai salah satu variabel penting yang perlu juga dilihat dalam setiap peristiwa kekerasan terjadi. Meskipun kekerasan bukan semata-mata dipicu oleh agama, tapi seringkali agama dimanfaatkan untuk memberi legitimasi. Anggapan seperti ini segera mengundang diskursus karena merefleksikan kenyataan paradoks dengan misi yang diemban oleh agama. Karena itu dalam konteks ini, agaknya perlu dipertegas tempat sosiologis, sehingga dengan mudah dapat dideskripsikan kaitan agama dengan kekerasan. Dalam hal ini, tata nilai dan moral dapat dijadikan pandangan hidup bagi masyarakat manusia, tetapi di pihak lain agama juga kadang-kadang dapat menjadi pemicu konflik yang pada urutannya dapat menimbulkan kekerasan atau pun perselisihan yang meluas. Meskipun dalam batas tertentu, perselisihan itu sendiri mempunyai nilai positif dan negatif. Teori konflik dalam sosiologi keagamaan cenderung mementingkan peran self interest dalam perilaku manusia termasuk perilaku yang bersifat religius. Karena itu, dengan optimalisasi peran agama, kekerasan clan konflik dalam masyarakat dengan sendirinya dapat tereliminir atau diperkecil bahkan ditiadakan. This paper discusses sociologically the phenomenon of mass violence. It will then focus on religion as one of the important variables that need to be seen in any violent incident. Although violence is not solely triggered by religion, it is often used to legitimize religion. This kind of opinion immediately invites discourse because it reflects the reality of paradox with the mission carried by religion. Hence in this context, it seems necessary to emphasize the sociological place, so that it can easily be described as a religious link to violence. In this case, values and morals can be used as a worldview for human society, but on the other hand religion can sometimes be a trigger of conflict that in a sequence may lead to widespread violence or dispute. Although in some respects, the dispute itself has a positive and negative value. Conflict theory in religious sociology tends to emphasize the role of self-interest in human behavior, including religious behavior. Therefore, by optimizing the role of religion, violence and conflicts within society can in itself be eliminated or minimized and even eliminated.

Reconstructing Multicultural Islamic Education in Indonesia (Binoculars of Azyumardi Azra's Thought) Dwi Mariyono; Maskuri Maskuri; M.Djunaidi Ghony
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 2 No. 4 (2023): Edunity : Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v2i4.80

Multicultural education is a blessing in disguise for Indonesian pluralism because it promotes diversity and harmony in embroidery. The realization of human and democratic values in it leads to continuity in spreading social piety, universal wisdom, and civilized life. The purpose of this research is to see Aziumardi Azra's thoughts about multicultural education so that the clouds and cloudy skies of education can be opened. At the same time, this paper is dedicated to the extended family of Azyumardi Azra as a teacher of an intellectual multicultural nation. This research is a qualitative research, library research using a philosophical histories approach. The results of the study show that: 1) Azyumardi Azra views multicultural education as an awareness of the recognition and acceptance of diversity as a sunnatullah which should be a pillar of unity. He is so firm in his optimistic foundation to fight for equality, social justice, democracy, tolerance, inclusivity, equality, pluralism, and rule of law for Indonesian people; 2) The application of multicultural education to the history of the Indonesian nation needs to be raised again which was broken by monoculturalism; 3) Multicultural education is the main tool as a media meeting point for a multicultural world nation to prevent social chaos and escapism. 4) Indonesia with all its diversity is a good country because many of its meeting points are based on four foundations, namely Pancasila, NKRI, Unity in Diversity, and the 1945 Constitution. This research is optimistic to simplify the interaction or influence of multicultural values, Indonesian values, and Islamic values on forms of acceptance in Indonesian education

Kesalehan Performatif dan Deviasi Tersembunyi: Dinamika Sosio-Religius Praktik Mokel pada Bulan Ramadan di Indonesia Moh. Nadhif; Junaidi Mistar; Djunaidi Ghony; Bakri Muhammad Bakhiet
Ma'had Aly Journal of Islamic Studies Vol. 5 No. 1 (2026): Ma had Aly Journal of Islamic Studies
Publisher : AL-BAYAN INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63398/743krh35

The practice of mokel eating or drinking secretly during the fasting hours of Ramadan represents a unique socio-religious phenomenon within Indonesian Muslim communities, yet it has rarely been examined in academic literature beyond moral or normative perspectives. Most existing studies frame the practice merely as a violation of religious obligations, overlooking the complex social dynamics that shape religious behavior in communal contexts. This study aims to analyze mokel practices through the lens of performative piety and hidden deviance to better understand the tension between publicly displayed religiosity and privately concealed religious transgression during Ramadan. The research addresses the following questions: (1) how do individuals who engage in mokel negotiate their religious identity within a community that strongly upholds the norms of Ramadan fasting? and (2) what socio-religious factors contribute to the emergence and persistence of mokel practices in Muslim society? This study employs a qualitative research design using a socio-religious approach. Data were collected through in-depth interviews, participant observation, and documentation within selected Muslim communities where mokel practices are socially recognized. The collected data were analyzed using thematic analysis to identify patterns of religious behavior, social expectations, and individual rationalization. The findings reveal that mokel practices are not simply acts of individual religious deviance but reflect a complex negotiation between social pressure to demonstrate public piety and personal limitations in fulfilling religious obligations. Individuals who engage in mokel often maintain outward participation in religious rituals to preserve social belonging while privately managing their religious shortcomings. This dynamic illustrates the coexistence of performative piety and hidden deviance within communal religious life, highlighting the gap between normative religious ideals and lived religious practices. The study contributes to broader discussions in the sociology of religion by offering a new perspective on hidden religious behavior in Muslim societies during Ramadan

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