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All Journal Episteme: Jurnal Pengembangan Ilmu Keislaman Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Humanis : Jurnal Ilmu-Ilmu Sosial dan Humaniora Paedagogia: Jurnal Pendidikan Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Epistemé: Jurnal Pengembangan Ilmu Keislaman Maharot : Journal of Islamic Education Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam
Ali Mas'ud
Fakultas Tarbiyah Dan Keguruan Universitas Islam Negeri Sunan Ampel Surabaya
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Local Wisdom-Based Education: Implementation of Gus Dur's Ideas in Schools Tobi Tobi; M. Yunus Abu Bakar; Ali Mas'ud
Maharot : Journal of Islamic Education Vol. 9 No. 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2392

Abstract

This study aims to identify and analyze the implementation of education based on local wisdom as well as the humanistic and inclusive values of Gus Dur in secondary schools. The research employs a qualitative approach using field research methods. Data was collected through classroom observations, in-depth interviews with teachers, principals, and students, as well as documentation of activities rooted in local culture. Data analysis was conducted through data reduction, data display, and conclusion drawing/verification. The findings indicate that the integration of local wisdom in schools is achieved through the reinforcement of communal cooperation, the practice of local cultural traditions, and contextualized learning. Meanwhile, the implementation of Gus Dur's values is evident in the development of an inclusive school culture, interfaith dialogue, and character-strengthening activities such as deliberation forums, tolerance initiatives, and the cultivation of humanistic attitudes. The study concludes that the integration of local wisdom and Gus Dur’s values fosters a pluralistic and humanistic learning environment that shapes students’ adaptive and diversity-oriented character.
Inclusive Islamic Education From The Perspective of Tariq Ramadan: An Integrative Strategy for Bridging Gaps in The Islamic Education Curriculum Anis Sukmawati; Ali Mas'ud; M. Yunus Abu Bakar; Dulyawit Naknawa
Paedagogia: Jurnal Pendidikan Vol 15 No 1 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss1.1035

Abstract

This article aims to examine the concept of inclusive Islamic education from the perspective of Tariq Ramadan’s thought and to propose an integrative strategy to bridge the gap between the principles of inclusivity and the implementation of the Islamic education curriculum. In general, Islamic education in Indonesia remains largely normative and formalistic, with a strong emphasis on religious identity, yet it provides insufficient space for social dialogue, critical reflection, and the appreciation of diversity. Tariq Ramadan offers an inclusive framework grounded in the principles of being faithful and being open and the notion of multiple belongings, which highlight the importance of cultivating a strong Muslim identity while remaining open, adaptable, and actively engaged in a pluralistic society. This study employs a descriptive qualitative approach through a literature review of Tariq Ramadan’s primary works, national curriculum documents, and relevant academic sources. This study finds that Tariq Ramadan’s concept of inclusivity is relevant to the notion of musawah (equality), which aligns with the objectives of the Project for Strengthening the Profile of Pancasila Students and Rahmatan lil ‘Alamin (P5RA). However, its implementation remains largely symbolic and has yet to engage with more complex and tangible social realities. This article identifies existing implementation gaps and proposes strategies for more effectively integrating inclusive principles into the Islamic education curriculum.
Co-Authors Abdul Bar Mursyid Achmad Zaini Ah. Zakki Fuad Ahmad Wildan Thobibi Bahja Ali Mudlofir Amir Maliki Abitolkha Anis Sukmawati Asep Saepul Hamdani Dulyawit Naknawa Fahmi, Muhammad Faqih Abdul Aziz Ibnu Anshori Luqman Hakim M. Yunus Abu Bakar Mita Nur Khasanah Mohamad Salik Senata Adi Prasetia Sholehan Tobi Tobi Yaniz Naura Naviana Haryadi