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All Journal Al Ishlah Jurnal Pendidikan Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi)
Ulya Ulya
IAIN Kudus
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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KERUKUNAN BERAGAMA PERSPEKTIF PARA PEMUKA AGAMA DAN KEPERCAYAAN DI KARANGROWO KUDUS Alifa Fidiyawati; Ulya Ulya
Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) Vol 5, No 2 (2019): Jurnal SMaRT Studi Masyarakat, Religi, dan Tradisi
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (457.325 KB) | DOI: 10.18784/smart.v5i2.842

Abstract

Religious diversity in plural society tends to have the potential for conflict over the differences they have. In several regions in Indonesia there have been also conflicts due to the diverse religions and beliefs. But in Karangrowo, Undaan-Kudus, people live in harmony. This article discusses the concept of harmony according to religious leaders (Muslim clerics/kyai & priests) and teachers of faith believers ‘Sedulur Sikep’  in Karangrowo, Undaan Kudus and its implementation. This study is a field research with a qualitative approach and data were collected from religious leaders, faith believer teachers and elements of village government through interviews, observation, and documentation. The results of the study found that religious leaders (Muslim clerics & priests) and faith believer teachers ‘Sedulur Sikep’ in Karangrowo Village serve as interpreters of religious teachings about harmony and make it easier to be understood by people. Muslim clerics emphasize the Islamic universal values of mercy (rahmah) and brotherhood (ukhuwah). Christian priests assert in the love of Jesus which must be spread to all people. While for the ‘Sedulur Sikep’ teachers, they stress on the attitudes in life such as living in fresh and healthy life (seger waras), peace and harmony (guyub rukun), and doing good in day and night (nglakoni apik sak rinane sak wengine). The teachings of those religious leaders are implemented by both religious communities and faith believers followers in behavior and religious and social activities.
Learning Philosophy in Indonesian Islamic Universities: A Narrative Study of Theology and Islamic Philosophy Students Ulya Ulya
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.7541

Abstract

In Indonesia, philosophy is often stigmatized as impractical, confusing, or threatening to faith, despite limited evidence reflecting students’ lived experiences. This study explores how Theology and Islamic Philosophy students experience learning philosophy within Islamic higher education. A narrative inquiry design was employed with eight purposively selected final-year students (n = 8) from four State Islamic Universities in Central Java. Participants were drawn from Theology and Islamic Philosophy departments. Data were collected narrative frames and semi-structured interviews, and analyzed using thematic narrative analysis. Trustworthiness was ensured through member checking, peer debriefing, audit trails, and reflexive journaling. Participants initially perceived philosophy as intellectually demanding and potentially threatening to faith, leading to academic and spiritual anxiety. Through active, reflective, and dialogical engagement, they gradually negotiated these tensions and reinterpreted philosophy as a meaningful resource for understanding faith and life. This transformation fostered enhanced critical reasoning, inclusivity, and reflective problem-solving practices.The findings suggest that students’ negative preconceptions can be reshaped through pedagogical approaches that emphasize reflection and dialogue. Incorporating guided discussions and narrative writing into philosophy instruction may support deeper engagement and reduce perceived conflicts with faith. Such strategies contribute to more constructive and meaningful learning experiences in Islamic higher education.
Co-Authors Alifa Fidiyawati