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Sistem Prevensi School Violence di Madura Berbasis Galtung Conflict Triangle Ridwan, Auliya
ISLAMICA: Jurnal Studi Keislaman Vol 3, No 2 (2009): Islamica
Publisher : Program Pascasarjana UIN Sunan Ampel Surabaya

School violence may be understood as the threat or use of physical force with the intention to cause physical injury, damage of property or intimidation of another person at school. School violence is also violence that happens outside school as a result of a social interaction among the students. With regards to their prevention, many theories and propositions have been introduced including that of Conflict Triangle theory by Johan Galtung. This paper is aimed at analyzing school violence in Madura by using this theory as a general framework of analysis. The paper will begin by providing a general overview of both the theory and the so-called carok tradition of Madura; a tradition of self-defense using traditional blade which often involves killing. Upon highlighting school violence in this island, the paper will then move on by suggesting that in order to delegitimize this violence, one must speak of preventive programs at practical level, and of deconstructing the cultural strength of carok tradition at the discursive one. We assume that once the carok tradition is being deconstructed, one would loose the cultural legitimacy of committing violence. In Madura violence is often legitimated by the culture and tradition of carok. To eradicate violence is therefore to get rid of carok tradition in the first place.

Colonial Politics of Power and Cultural Identity Development of Islamic Education Vis-Ã-Vis European Education in The Netherlands East Indies Periods Ridwan, Auliya
MarÃƒÂ¢ji`: Jurnal Ilmu Keislaman Vol 2, No 2 (2016): MARET
Publisher : Koordinatorat Perguruan Tinggi Agama Islam Swasta Wilayah IV Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Dengan membawa perspektif âsejarah sebagai interpretasi yang terus berkembangâ, kertas kerja ini meninjau kembali sejarah penjajahan di Indonesia. Pendidikan menjadi diskusi utama pada bahasan ini karena perkembangannya telah memberikan sumbangsih terhadap terbentuknya identitas budaya masyarakat Indonesia. Terbatasnya akses pendidikan ala Eropa di masa itu telah memposisikan Pendidikan Islam beriringan dengan pola pendidikan arus-utama saat itu. Politik dan kebijakan pemerintah kolonial berpengaruh terhadap implementasi pendidikan ala Eropa bagi pribumi setelah politik etis diberlakukan. Di sisi lain, Pendidikan Islam mulai meneguhkan posisi oposisinya. Setelah tahun 1900-an, akulturasi situasi kolonial, Islamisme, dan ideologi lainnya membentuk secara jelas identitas kultural baru Pendidikan Islam di dalam ruang kelas sekolah dan pada superstruktur pemerintahan kolonial untuk merespons penindasan dalam beberapa cara tertentu.

Colonial Politics of Power and Cultural Identity Development of Islamic Education Vis-Ã-Vis European Education in The Netherlands East Indies Periods Ridwan, Auliya
MarÃƒÂ¢ji`: Jurnal Ilmu Keislaman Vol 2 No 2 (2016): Maret
Publisher : Koordinatorat Perguruan Tinggi Agama Islam Swasta Wilayah IV Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Dengan membawa perspektif âsejarah sebagai interpretasi yang terus berkembangâ, kertas kerja ini meninjau kembali sejarah penjajahan di Indonesia. Pendidikan menjadi diskusi utama pada bahasan ini karena perkembangannya telah memberikan sumbangsih terhadap terbentuknya identitas budaya masyarakat Indonesia. Terbatasnya akses pendidikan ala Eropa di masa itu telah memposisikan Pendidikan Islam beriringan dengan pola pendidikan arus-utama saat itu. Politik dan kebijakan pemerintah kolonial berpengaruh terhadap implementasi pendidikan ala Eropa bagi pribumi setelah politik etis diberlakukan. Di sisi lain, Pendidikan Islam mulai meneguhkan posisi oposisinya. Setelah tahun 1900-an, akulturasi situasi kolonial, Islamisme, dan ideologi lainnya membentuk secara jelas identitas kultural baru Pendidikan Islam di dalam ruang kelas sekolah dan pada superstruktur pemerintahan kolonial untuk merespons penindasan dalam beberapa cara tertentu.

Multi-Disciplinary Approach in Indonesian Islamic Higher Education: A Western Perspective upon Epistemological Problem, Challenge, and Critique Auliya Ridwan
Al-Ulum Vol. 17 No. 2 (2017): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

The development of several Institute of Islamic Studies into Islamic Universities brings consequences to living religious disciplines vis-Ã -vis secular disciplines. A multi-disciplinary approach is adopted by positioning al-Quran and Hadits as the foundation of scientific development. This paper attempts to bring western perspective in examining epistemological issues in Indonesian Islamic higher educationâ€™s multi-disciplinary approach, its challenges, and critiques. Religious disciplineâ€™s domain cannot fully be examined from secular disciplineâ€™s framework, as it will result in contra-productive confrontation between the two authorities. Therefore, the challenge for this approach is defining which are autonomous areas in the two domains and which is the intersection. Pragmatically, this approach must result in new genres, which are more productive for the development of mankind civilization.

Sistem Prevensi School Violence di Madura Berbasis Galtung Conflict Triangle Auliya Ridwan
Islamica: Jurnal Studi Keislaman Vol. 3 No. 2 (2009): Maret
Publisher : Postgraduate Studies of Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia

School violence may be understood as the threat or use of physical force with the intention to cause physical injury, damage of property or intimidation of another person at school. School violence is also violence that happens outside school as a result of a social interaction among the students. With regards to their prevention, many theories and propositions have been introduced including that of Conflict Triangle theory by Johan Galtung. This paper is aimed at analyzing school violence in Madura by using this theory as a general framework of analysis. The paper will begin by providing a general overview of both the theory and the so-called carok tradition of Madura; a tradition of self-defense using traditional blade which often involves killing. Upon highlighting school violence in this island, the paper will then move on by suggesting that in order to delegitimize this violence, one must speak of preventive programs at practical level, and of deconstructing the cultural strength of carok tradition at the discursive one. We assume that once the carok tradition is being deconstructed, one would loose the cultural legitimacy of committing violence. In Madura violence is often legitimated by the culture and tradition of carok. To eradicate violence is therefore to get rid of carok tradition in the first place.

THE DYNAMICS OF PESANTREN LEADERSHIP FROM THE DUTCH ETHICAL POLICY TO THE REFORMATION PERIODS Auliya Ridwan
Epistemé: Jurnal Pengembangan Ilmu Keislaman Vol 15 No 02 (2020)
Publisher : IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/epis.2020.15.02.365-400

In its early periods, pesantren as a type of Islamic educational institution focused merely on religious teachings. Socio-political pressures and the need to carry out Islamic outreach have pushed kiai as pesantren leaders to negotiate their idealism according to the circumstances in different historical periods. Historical accounts from the Dutch colonial period to Indonesian independence show that kiai leadership becomes the decisive factor as well as the legitimation for pesantren to take certain actions during precarious situations. To examine the institutional development of pesantren in the post-reformation era, a recent ethnographic fieldwork has been carried out in three pesantren in Madura, Java, and Lombok. This paper discusses the development and transformation of pesantren as an institution from the Dutch Ethical Policy Period until today. It demonstrates pesantren’s involvement in anti-Western campaigns and trials of affiliation with oppositions in the colonial period. This paper shows how Islamic virtues remain the heart of pesantren education and examines how innovation in contemporary pesantren regarding pedagogies and values translated in seemingly non-religious areas is substantially based on religious values.

Kajian Sosial Kepesantrenan dalam Bingkai Varian Teori Praktis: Sebuah Refleksi Auliya Ridwan
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 8 No. 2 (2020): December 2020
Publisher : UIN Sunan Ampel Surabaya

As an Islamic educational institution rooted in the history and culture of the archipelago, Pesantren have become the object of academic discourse within social sciences. Within various diverse social arrangements, pesantren have distinctive dimensions that distinguish one pesantren from another. Some of the objects of pesantren social studies include the social relationship between the pesantren and the community outside the pesantren, pedagogy in the educational process, and social changes as the impact of the presence of pesantren and their own elements. This article discusses the framing of social phenomena related to pesantren within the framework of Bourdieu and Giddens' theory of practices, which notably have different approach on structuration. Bourdieu applies structuration through power and Giddens through in the knowledgeability. The use of these two structuration paradigms can shed light on the preservation and changes in agent’s control. However, only conscious phenomena can be framed. Unconscious phenomena apparently cannot be framed in structuration and require assistance from other scientific disciplines, such as psychological anthropology, to explain the phenomena scientifically.

The Changing Roles of Ulama and the Evolution of Islamic Schools: Some Insights from Moroccan and Indonesian Cases Auliya Ridwan
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 10 No. 2 (2022): December 2022
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jpai.2022.10.2.149-162

The ulama, who are scholars in the Islamic tradition, play a vital role in preserving the prophet's teachings and passing them down to future generations. In addition to this, they also have other important social functions. The combination of religious and social roles within the ulama allows them to influence social change with religious legitimacy. This article explores how the social roles of the ulama have evolved over time and how this has impacted the existence of Islamic schools. To illustrate this, examples are drawn from the literature on Morocco and Indonesia during the 20th and 21st centuries. During the colonial period in Morocco, the ulama and Islamic schools served as a cultural defense against French colonial influence. Meanwhile, in Indonesia, Islamic schools led by Ulama became the foundation of the Muslim resistance movement against Dutch colonial rule. In both cases, Islamic scholars and schools demonstrated their ability to respond to actual social situations, highlighting their cultural power and importance in society.

Religious Interpretation and the Pandemics in Indonesia: Whither the Pesantren Kiai Develop Meaning of Tawakkal Ahmad Yusam Thobroni; Auliya Ridwan
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 11 No. 1 (2023): July 2023
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jpai.2023.11.1.1-16

This research examines the impact of Covid-19 on global communities and the subsequent implementation of health protocols such as social distancing, mask-wearing, and handwashing to mitigate health risks, particularly virus-related fatalities. Despite these measures, certain communities display reluctance in adhering to health protocols, leading to a surge in Covid-19 cases. Notably, in Indonesia, Islamic education's role in promoting resistance to Covid-19 health protocols through interpretations of Quranic verses on tawakkal (reliance on God's will) remains understudied. Focusing on selected kiai from Sidoarjo district, East Java, this study delves into the various Quranic interpretations regarding pandemics and their evolution. The research identifies two distinct groups of kiai: one advocating complete reliance on tawakkal, relegating human efforts in combating the virus, and another emphasizing proactive measures before turning to tawakkal. The paper argues that these interpretative differences stem from the kiai's ability to use principles of interpreting al-Qur`ān. Understanding these perspectives highlights the interplay between religious beliefs and public health practices during the pandemic, emphasizing the need for engaging Islamic leaders in promoting effective health protocols for societal well-being.

THE DYNAMICS OF PESANTREN LEADERSHIP FROM THE DUTCH ETHICAL POLICY TO THE REFORMATION PERIODS Auliya Ridwan
Epistemé: Jurnal Pengembangan Ilmu Keislaman Vol 15 No 02 (2020)
Publisher : Sayyid Ali Rahmatullah Tulungagung State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/epis.2020.15.02.365-400

In its early periods, pesantren as a type of Islamic educational institution focused merely on religious teachings. Socio-political pressures and the need to carry out Islamic outreach have pushed kiai as pesantren leaders to negotiate their idealism according to the circumstances in different historical periods. Historical accounts from the Dutch colonial period to Indonesian independence show that kiai leadership becomes the decisive factor as well as the legitimation for pesantren to take certain actions during precarious situations. To examine the institutional development of pesantren in the post-reformation era, a recent ethnographic fieldwork has been carried out in three pesantren in Madura, Java, and Lombok. This paper discusses the development and transformation of pesantren as an institution from the Dutch Ethical Policy Period until today. It demonstrates pesantren’s involvement in anti-Western campaigns and trials of affiliation with oppositions in the colonial period. This paper shows how Islamic virtues remain the heart of pesantren education and examines how innovation in contemporary pesantren regarding pedagogies and values translated in seemingly non-religious areas is substantially based on religious values.

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