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All Journal Jurnal Pendidikan Islam Indonesian Jurnal Studi Al-Qur'an Mozaic : Islam Nusantara Jurnal Pendidikan Islam Indonesia Jurnal Pengabdian Masyarakat Bangsa RESLAJ: Religion Education Social Laa Roiba Journal Andragogi Jurnal Pendidikan dan Pembelajaran
Dede Setiawan
Prodi Pendidikan Agama Islam, Fakultas Agama Islam, Universitas Nahdlatul Ulama Indonesia (UNUSIA)
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Pendidikan Moderasi Beragama sebagai Pilar Penguatan Karakter dan Toleransi di Sekolah Alhafizh, Insan; Dede Setiawan
Andragogi: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2025): Pendidikan dan Pembelajaran
Publisher : Universitas KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/adrg.v5i1.1987

Abstract

Penelitian ini bertujuan untuk mengkaji dan menganalisis penerapan pendidikan moderasi beragama di SMP Budi Bahasa, sebuah sekolah menengah pertama multikultural di Indonesia. Menggunakan pendekatan kualitatif dengan pengumpulan data melalui observasi, wawancara, analisis dokumen, dan studi pustaka, penelitian ini menggali bagaimana nilai-nilai moderasi beragama diintegrasikan dalam kurikulum, budaya sekolah, dan interaksi sehari-hari antara siswa dan guru. Prinsip utama seperti tawassuth (sikap tengah), i’tidal (keadilan), tasamuh (toleransi), dan la’unf (anti kekerasan) tercermin dalam rencana pembelajaran, perayaan hari besar keagamaan yang inklusif, serta program ekstrakurikuler yang mendukung keberagaman. Meskipun demikian, tantangan muncul pada interaksi informal siswa, khususnya kecenderungan membentuk kelompok eksklusif berdasarkan latar belakang agama atau budaya. Untuk mengatasi hal ini, sekolah menjalankan program diskusi lintas agama dan proyek bersama, serta memperkuat peran guru dalam membimbing siswa menghadapi stereotip dan intoleransi. Dampaknya adalah terciptanya lingkungan belajar yang inklusif dan harmonis. Penelitian ini memberikan kontribusi praktis dengan menawarkan model penerapan moderasi beragama yang relevan untuk sekolah multikultural serta menekankan strategi konkret mengatasi tantangan sosial demi membentuk peserta didik yang toleran dan berwawasan kebangsaan.
Reconfiguring Pesantren Education: The Dialectic between Tradition, Modernity, and Transnational Islam Jemmy Harto; Asep Saepuddin; Hudalloh; Muhammad Asyraf; Setiawan, Dede
Mozaic : Islam Nusantara Vol. 11 No. 2 (2025): Mozaic: Islam Nusantara
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Nahdatul Ulama Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47776/mozaic.v11i2.1818

Abstract

The pesantren, as Indonesia’s oldest Islamic educational institution, has long been central to shaping the religious and socio-cultural identity of Muslim communities. In Banten, pesantren represent deep traditional roots linked to the intellectual legacy of prominent scholars such as Shaykh Nawawi al-Bantani. Yet, the pressures of globalization and the influence of Islamic reform movements have positioned pesantren at the intersection of competing discourses—traditionalist, modernist, and transnational. This study explores the dialectical challenges encountered by pesantren in Banten as they negotiate among these currents. Using a qualitative approach that combines literature review and selected case studies, the research reveals the dynamic strategies employed by traditionalist pesantren to preserve classical Islamic learning while accommodating modern educational demands. Modernist pesantren, in turn, advocate for rationalism, curricular innovation, and the integration of secular sciences, though not without resistance from traditionalists. Meanwhile, transnational Islamic movements such as Salafism, Hizb ut-Tahrir, and Tablighi Jamaat introduce alternative notions of orthodoxy and authority. The study concludes that pesantren in Banten are undergoing a continuous process of negotiation that redefines their identity, demonstrating both resilience and adaptability in a rapidly globalizing Islamic context.
Ekplorasi Polemik Lima Hari Sekolah; Aktor, dan Kontestasi Saiful Bahri; Dede Setiawan
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 5 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i5.7199

Abstract

The Five-Day School or Full Day School (FDS) policy, as regulated in Ministerial Regulation No. 23 of 2017, has sparked controversy among the public, particularly within Islamic boarding schools (pesantren) and religious organizations. This study aims to identify the key actors involved in the opposition to this policy and analyze the fundamental reasons behind the resistance. Using a qualitative hermeneutic approach and historical causal analysis, the study reveals that Nahdlatul Ulama (NU) and the pesantren community were the primary actors opposing the FDS policy, whereas the government and Muhammadiyah tended to support it, citing character education enhancement. The findings indicate that the pesantren community's rejection was rooted in Islamic legal principles, particularly dar’ul mafasid muqaddamun ‘ala jalbil mashalih (preventing harm takes precedence over obtaining benefits). Pesantren leaders argue that the policy threatens the existence of madrasah diniyah and reduces students' religious education opportunities. Furthermore, the government is perceived as having failed to consider schools' infrastructure readiness and the psychological impact on students, which could diminish the effectiveness of learning. Resistance to this policy evolved into a social movement, marked by mass demonstrations from the pesantren community and advocacy efforts by NU. This study concludes that the FDS controversy extends beyond education policy debates, reflecting a broader contestation between educational modernization and the preservation of traditional values. Therefore, a more flexible and inclusive policy approach is recommended, taking into account school readiness and engaging various stakeholders, including religious organizations and education practitioners, to ensure that the policy is widely accepted and does not trigger social resistance.
Co-Authors Alhafizh, Insan Arif Rahman Asep Saepuddin Basith, Yudril Hasib, Al Hayaturrohman Hudalloh Imam Sodiqul Wadi Irfan Ramadhan Jemmy Harto Mawarni, Siti Muchtar Muchtar Muhammad Asyraf Muhammad Fadly Mujlipah, Neneng Muktar Sauri Nur Kabibullah Saiful Bahri Silmi Mufarihah Siti Rozinah Syafika, Nurul Umi Khasanah