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All Journal Al-Jami'ah: Journal of Islamic Studies
Raihani Raihani
Sultan Syarif Kasim State Islamic University (UIN Suska) Riau
Religion Humanities

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Delivering Islamic Studies and Teaching Diversity in Southern Thai Islamic Schools Raihani Raihani; Promadi Karim; Sopyan M. Asyari; Nunu Mahnun
Al-Jami'ah: Journal of Islamic Studies Vol 54, No 1 (2016)
Publisher : Al-Jami'ah Research Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ajis.2016.541.123-146

Abstract

Teaching religious and cultural diversities would possibly be one of the greatest challenges to teachers of Islamic in Southern Thai Islamic schools due to the strong Islamic ideology they hold, lack of proper training for their professional growth, and the ongoing ethno-political conflict in the area. This paper explores how such a challenge has been faced. It particularly describes the teaching process of Islamic studies in Thai Islamic schools and explores opportunities within it for promoting religious and cultural diversities. We also look into possible opportunities for Islamic teachers to teach and students to learn about the diverse reality of society. We found that the deliveries of Islamic fell squarely within the concept of teaching into religion using a heavy confessional approach. Indoctrination with a little encouragement of critical thinking was common in Islamic classes. The presentation of other faiths and cultures was designed to explore their weaknesses and fallacies from a single believed-Islamic perspective.[Pengajaran keragaman budaya dan agama merupakan sebuah tantangan besar bagi guru pendidikan keislaman pada sekolah di Thailand Selatan, seiring dengan pemahaman keislaman mereka yang kuat, kesenjangan tingkat perkembangan profesionalitas, dan konflik politik etnik di daerah tersebut. Tulisan ini mengetengahkan persoalan yang mereka hadapi, khususnya deskripsi proses pengajaran studi keislaman di sekolah Islam lokal dan peluang dalam promosi keragaman budaya dan agama. Tulisan ini juga melihat kemungkinan peluang bagi guru agama Islam dan anak didiknya untuk saling belajar dari realitas keragaman dalam masyarakat. Kami menemukan bahwa menyampaikan pengetahuan keislaman harus tepat dengan konsep pengajaran bagi pemeluk agamanya menggunakan pendekatan keyakinan yang lurus. Indoktrinasi dengan sedikit dorongan pemikiran kritis merupakan kewajaran dalam kelas agama. Presentasi agama dan budaya lain didesain untuk eksplorasi kekurangan dan kesalahan dari perspektif yang monolitik.]
Minority Right to Attend Religious Education in Indonesia Raihani Raihani
Al-Jami'ah: Journal of Islamic Studies Vol 53, No 1 (2015)
Publisher : Al-Jami'ah Research Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ajis.2015.531.1-26

Abstract

In 2003, Indonesian government issued a new education law in which one of the articles (Article 12) states that student has the right to access religion class in school in accordance with his or her religion by teachers who share the faith. This particular article has a legal ramification that school --state and private-- by law must provide corresponding Religion Classes (RC) for each religious group of students in order to fulfill their very human basic right to access to and observe their religious and cultural teaching and practices. This paper presents findings of four different school case studies on the problem of access to RC by religious minority in schools in Indonesia. Minority in this paper refers to religious groups that are either numeric minority or subordinate majority at the micro school level, not in the macro national population. This paper argues that numeric minority in any context (micro or macro) is vulnerable to discrimination by the dominating majority when the law of social relations is not fairly implemented. The findings suggest that the right of religious minority groups in three of the four schools to access proper RC is stifled, particularly to access equal learning facilities. Numeric religious minority groups in these schools suffer from powerlessness. One case, however, demonstrates that the positional power of minority group reverses this logic of minority-powerlessness and puts the religious majority students in a subordinate position.[Tahun 2003, pemerintah Indonesia mengeluarkan Undang-Undang Pendidikan yang pada pasal 12 menyatakan bahwa siswa mempunyai hak terhadap pelajaran agama di sekolah dengan guru yang mengajar sesuai dengan agamanya. Pasal ini mempunyai konsekuensi bahwa sekolah, baik swasta atau pun negeri, harus menyediakan kelas agama untuk setiap kelompok siswa untuk mendapatkan hak dasarnya guna melaksanakan agama dan ajarannya. Artikel ini menampilkan hasil penelitian dari empat sekolah dengan studi kasus pada persoalan kelas agama bagi kelompok minoritas. Istilah minoritas di sini merujuk pada kelompok agama yang sedikit jumlahnya atau kelompok kecil pada sekolah, bukan pada level nasional. Tulisan ini menegaskan bahwa minoritas pada konteks mikro atau makro sangat rentan terhadap perlakuan diskriminasi oleh kelompok mayoritas ketika hukum social tidak sepenuhnya dijalankan. Penemuan ini menegaskan bahwa hak keagamaan minoritas dalam tiga dari empat sekolah terganggu, terutama yang terkait dengan hak fasilitas belajar. Beberapa kelompok minoritas pada sekolah tersebut tak berdaya. Namun, satu kasus menunjukkan bahwa kondisi minoritas berbalik, justru  kelompok mayoritas yang menjadi subordinasi.]
Islamic Schools and Social Justice in Indonesia: A Student Perspective Raihani Raihani
Al-Jami'ah: Journal of Islamic Studies Vol 50, No 2 (2012)
Publisher : Al-Jami'ah Research Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ajis.2012.502.279-301

Abstract

The study explores how students of two different Islamic Senior Secondary Schools in Palangkaraya, Indonesia experience school practices in regards to social justice. Employing a qualitative approach, the researcher conducted ethnographic observations of the schools’ practices and events, and interviewed more than fifty students of the two schools individually and in groups to understand their feelings and perspectives about how the schools promote social justice among them. The findings suggest that several school structures including the subject stream selection, student groupings, the emergence of the model or international classroom were found to have been sources for social injustice. Students of the Social Sciences and Language groups, of low academic performance and economically disadvantaged admitted the feeling of unfair treatment because of this structuration. Confirming the theory of social reproduction, the schools failed to provide distributive, cultural and associational justices, and reasserted further inequalities among members of society.[Artikel ini menjelaskan bagaimana siswa pada dua Sekolah Menengah Atas di Palangkaraya, Indonesia merasakan praktik pendidikan di sekolah mereka, khususnya terkait dengan masalah keadilan sosial. Melalui studi kualitatif, penulis melakukan observasi etnografis terhadap praktik pendidikan dan kegiatan sekolah serta melakukan wawancara dengan lebih dari lima puluh orang siswa, baik secara individual maupun dalam kelompok, untuk mengetahui pandangan mereka mengenai bagaimana sekolah mereka mendorong pelaksanaan prinsip keadilan sosial. Artikel ini menemukan bahwa struktur pendidikan di sekolah tersebut, seperti pengelompokan kelas berdasarkan konsentrasi jurusan, pola keberkelompokan siswa, dan munculnya kelas-kelas internasional, menyebabkan ketidakadilan sosial di dalam institusi pendidikan. Siswa kelas Ilmu Sosial dan Bahasa cenderung minim dalam pencapaian akademik, dan secara ekonomi berasal dari kalangan menengah ke bawah. Mereka merasakan bahwa sistem pengelompokan kelas yang berlaku melanggengkan ketidakadilan sosial. Selaras dengan teori reproduksi sosial, sekolah tersebut telah gagal mengimplementasikan keadilan distributif, kultural dan asosiasional, dan bahkan telah melanggengkan ketidakadilan sosial.]
Co-Authors Nunu Mahnun Promadi Karim Sopyan M. Asyari