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All Journal Al-Tahrir: Jurnal Pemikiran Islam EDUKASIA Analisa Jurnal Pendidikan Islam MUSLIM HERITAGE: JURNAL DIALOG ISLAM DENGAN REALITAS Justicia Islamica : Jurnal Kajian Hukum dan Sosial Jurnal Teori dan Praksis Pembelajaran IPS Jurnal Sosiologi Pendidikan Humanis ATTARBIYAH: Journal of Islamic Culture and Education SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Martabat: Jurnal Perempuan dan Anak ASALIBUNA Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Khatulistiwa: Journal of Islamic Studies MUWAZAH: Jurnal Kajian Gender Perdikan: Journal of Community Engagement Refleksi: Jurnal Filsafat dan Pemikiran Islam Bestuurskunde: Journal of Governmental Studies Journal of Language, Literature, and Arts (JoLLA) SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Cendekia: Jurnal Kependidikan dan Kemasyarakatan Al-Ijtima: Jurnal Pengabdian Kepada Masyarakat Asalibuna Analisa: Journal of Social Science and Religion Murabby: Jurnal Pendidikan Islam Altifani : Jurnal Pengabdian Masyarakat Ushuluddin, Adab, dan Dakwah Tadris: Jurnal Pendidikan Islam Journal of Islamic History and Manuscript Muslim Heritage AML/CFT Journal The Journal of Anti Money Laundering and Countering the Financing of Terrorism Journal of Islamic Education Digital Muslim Review Al'Adalah Journal of Religious Policy Suhuf: International Journal of Islamic Studies Al-Ijtimā: Jurnal Pengabdian Kepada Masyarakat Domus Legalis Cogitatio Al-A'raf: Jurnal Pemikiran Islam dan Filsafat Al-Hayat: Journal of Islamic Education IJoReSCo
Titis Thoriquttyas
Universitas Negeri Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Journal : EDUKASIA

 1 
Malay, Islam, Beraja and The [Islamic] Educational Philosophy in Brunei Darussalam Thoriquttyas, Titis; Nasih, Ahmad Munjin; Sultoni, Achmad; Yani, Achmad
EDUKASIA Vol 16, No 2 (2021): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v16i2.11834

Abstract

The ideology of Brunei Darussalam contributes in shaping the [Islamic] Education system. Politically, Brunei applies the concept of Malay, Islam, Beraja (MIB) as an ideological basis. This research is oriented to two main discussions. First is the historical trajectory of MIB in Brunei and its relation to the education system. The second is the dimension of educational philosophy and Islamic education philosophy in Brunei by drawing its relation to the MIB. This research uses a qualitative-naturalistic approach. This research was conducted in Brunei, October 2019. Data was collected through interviews, focus group discussions (FGD), observation, document and literature studies. In data collection, this research involved academics from Kolej Universiti Perguruan Ugama Seri Begawan (KUPU) and Sultan Sharif Ali Islamic University (UNISSA). The findings show that the MIB is related to the model perennialism and progressivism. However, from Islamic education philosophy, MIB gives a traditionalist style to the mazhabi and modernist education system.
Malay, Islam, Beraja and The [Islamic] Educational Philosophy in Brunei Darussalam Thoriquttyas, Titis; Nasih, Ahmad Munjin; Sultoni, Achmad; Yani, Achmad
EDUKASIA Vol 16, No 2 (2021): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v16i2.11834

Abstract

The ideology of Brunei Darussalam contributes in shaping the [Islamic] Education system. Politically, Brunei applies the concept of Malay, Islam, Beraja (MIB) as an ideological basis. This research is oriented to two main discussions. First is the historical trajectory of MIB in Brunei and its relation to the education system. The second is the dimension of educational philosophy and Islamic education philosophy in Brunei by drawing its relation to the MIB. This research uses a qualitative-naturalistic approach. This research was conducted in Brunei, October 2019. Data was collected through interviews, focus group discussions (FGD), observation, document and literature studies. In data collection, this research involved academics from Kolej Universiti Perguruan Ugama Seri Begawan (KUPU) and Sultan Sharif Ali Islamic University (UNISSA). The findings show that the MIB is related to the model perennialism and progressivism. However, from Islamic education philosophy, MIB gives a traditionalist style to the mazhabi and modernist education system.
Interfaith Social Relations Among Muslim-Non-Muslim Students: Portraying Religious Harmony in the School Ahsin, Nurul; Thoriquttyas, Titis; Nasrulloh, Wildan
EDUKASIA Vol 17, No 1 (2022): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v17i1.14022

Abstract

This research aims to reveal: 1) How are the conditions of interfaith social interaction between Muslim and non-Muslim students at SMAN 1 Kandangan Kediri? 2) What is the role of Islamic education teachers in building interfaith social interactions between Muslim and non-Muslim students? 3) What is the impact of understanding interfaith social attitudes by Islamic education teachers on students? This research used a qualitative approach conducted at SMAN 1 Kandangan Kediri. The data were collected through observations, interviews, and documentation. Informants in this study were Islamic education teachers, students of SMAN 1 Kandangan Kediri, and Christian education teachers. Meanwhile, data analysis was carried out using data reduction, data presentation, and drawing conclusions. The results of this study revealed that 1) the condition of interfaith social interaction showed a quite harmonious attitude, and it did not show any indications leading to division. 2) Islamic education teachers played a key role as an example of a figure forming students' interfaith social attitudes. 3) The impact on students included being more democratic, wiser in performing religious rituals, a high social spirit, more solid in cooperation, and respecting and appreciating each other.
Co-Authors Abdul Basid Achmad Sulthoni Achmad Sultoni Achmad Sultoni Achmad Yani Ahmad Munjin Nasih Ahsin Arifianto, Muhammad Lukman Asyrofi Yahya, Fata Chusna, Alin Dewi Dariyadi, Mohammad Wahib Daryono, Rihab Wit Farida Hanun Farida Hanun Febri Giantara Husnul Khotimah Ikhsan, M. Alifudin Iqbal Fathi Izzudin Jihad Hamas Dawenan Khasbulloh Khasbulloh, Muhammad Nabil Khoirul Anam, Faris Khusnul Hitmah Al Adawiyah Lilik Nur Kholidah Liviani, Ratna M Nabil Khasbulloh M. Alifudin Ikhsan Mardan Umar Mardan Umar Moh. Fauzan Mohammad Ahsanuddin Mohammad Wahib Dariyadi Muhammad Nabil Khasbulloh Muhammad Saefi Muhammad Syahri Romadhon Muna Erawati, Muna Naba, Wisnu Yaqzan Nasrulloh, Wildan Nur Faizin Nurul Ahsin Nurul Ahsin, Nurul Rahmawati, Novi Rosita Ramli, Supian Rasimin Rasimin, Rasimin Rohmawati, Nita Saputra, Adri Setyani, Mamik Sukron Syaham Supian Tsania Nur Diyana Ulya, Miftah Wahib Dariyadi, Moch. Yani, Achmad Yasin, Muhamad Yusuf Hanafi