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A CORRECTNESS BEHAVIOUR IN THE CONTEXT OF MULTICULTURAL SOCIETY Ifham Choli
Al-Risalah : Jurnal Studi Agama dan Pemikiran Islam Vol 12 No 1 (2021): Al-Risalah : Jurnal Studi Agama dan Pemikiran Islam
Publisher : Fakultas Agama Islam, Universitas Islam As-Syafiiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/alrisalah.v12i1.1190

Abstract

A Correctness behaviour is a guidance from Islamic Religion. The flexibility of Islamic religion is seen from its doctrinal aspect which emphasizes convenience, good behaviour, and moderation allowing the religion to coexist in a multicultural community entity, such as in Indonesia. The ability of the people in accepting new values that come from outside their communities is a multicultural experience that is difficult to match. Indonesian Islam is of course formed in a multicultural atmosphere that is almost without the slightest contradiction. Differences in language, tradition, culture, communal values, and even religions and beliefs, are integrated into a religious life that is unique and too difficult to separate. For people who can understand the existence of religion from a socio-historical perspective, religious teachings that have given birth to new traditions in that society are proof that religion does not reject tradition as a whole. On the other hand, religion can provide space for local values that are considered good. Religion that has entered a multicultural society will experience an acculturation process so that religion can have many versions, especially in the aspect of implementation, from the perspective of understanding to the importance of religion in accordance with the culture of each region or place. From this multicultural society, differences in expression were born in carrying out religious orders. Correctness behaviour to create a multicultural society can be done by forming a harmonious community, intertwining together to build a religious community, so that what is later called as a form of Islamic civilization comes from a background of different traditions in society, but is able to integrate politically into a community. Multicultural community through ties of faith that transcend their religious boundaries. Perilaku Ihsan adalah pedoman dari Agama Islam. Fleksibilitas agama Islam dilihat dari aspek doktrinalnya yang mengedepankan kenyamanan, perilaku yang baik, dan moderasi yang memungkinkan agama tersebut hidup berdampingan dalam entitas masyarakat yang multikultural, seperti di Indonesia. Kemampuan masyarakat dalam menerima nilai-nilai baru yang datang dari luar komunitasnya merupakan pengalaman multikultural yang sulit ditandingi. Islam Indonesia tentunya terbentuk dalam suasana multikultural yang nyaris tanpa kontradiksi sedikitpun. Perbedaan bahasa, tradisi, budaya, nilai komunal, bahkan agama dan kepercayaan, diintegrasikan ke dalam kehidupan beragama yang unik dan terlalu sulit dipisahkan. Bagi masyarakat yang dapat memahami keberadaan agama dari perspektif sosio-historis, ajaran agama yang melahirkan tradisi baru dalam masyarakat tersebut merupakan bukti bahwa agama tidak menolak tradisi secara keseluruhan. Di sisi lain, agama bisa memberi ruang bagi nilai-nilai lokal yang dianggap baik. Agama yang telah memasuki masyarakat multikultural akan mengalami proses akulturasi sehingga agama dapat memiliki banyak versi terutama dalam aspek pelaksanaannya, mulai dari perspektif pemahaman hingga pentingnya agama sesuai dengan budaya masing-masing daerah atau tempat. Dari masyarakat multikultural inilah lahir perbedaan ekspresi dalam menjalankan tatanan agama. Perilaku kebenaran untuk mewujudkan masyarakat multikultural dapat dilakukan dengan membentuk masyarakat yang rukun, terjalin bersama untuk membangun masyarakat yang beragama, sehingga apa yang kemudian disebut sebagai wujud peradaban Islam berasal dari latar belakang tradisi yang berbeda-beda dalam masyarakat, namun mampu berintegrasi secara politik ke dalam komunitas. Komunitas multikultural melalui ikatan keimanan yang melampaui batas agama mereka.
THE ROLE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN INCREASING STUDENTS' RELIGIOUS AWARENESS Ifham Choli; Muhammad Fikri Rachman
Al-Risalah : Jurnal Studi Agama dan Pemikiran Islam Vol 14 No 2 (2023): Al-Risalah : Jurnal Studi Agama dan Pemikiran Islam
Publisher : Fakultas Agama Islam, Universitas Islam As-Syafiiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/alrisalah.v14i2.2638

Abstract

Religious awareness is an attitude, experience, feeling and religious behavior that occurs within a person which is organized in the mental system of the personality of each individual. Religion involves all the functions of the human body and soul, so religious awareness also includes affective, conative, cognitive and motor aspects. The involvement of the affective and conative aspects appears in the experience of God, religious feelings and longing for God. The cognitive aspect is seen in the attitude of faith and belief, while the involvement of motor functions can be seen from the actions and movements of religious behavior. The research methodology used in this study is a qualitative research method with observation-based data collection techniques. The aim of this study was to determine the teacher's role in building religious awareness in students. The results of his research are that teachers familiarize students with religious practices and habits, create affection and harmonious relationships between teachers and students, motivate students to memorize selected verses of the Al-Qur'an, provide understanding and awareness to students of the importance of Islamic Religious Education , accustom students to always apply commendable traits and good morals.
MARRIAGE AND ITS LESSON FROM AN ISLAMIC PERSPECTIVE Ifham Choli; Etika Nailur Rahma; Neneng Munajah
Al-Risalah : Jurnal Studi Agama dan Pemikiran Islam Vol 15 No 2 (2024): Al-Risalah : Jurnal Studi Agama dan Pemikiran Islam
Publisher : Fakultas Agama Islam, Universitas Islam As-Syafiiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/alrisalah.v15i2.3830

Abstract

Marriage is an effort so that humans can fulfill their needs without losing their high and noble level of humanity. Marriage also maintains the bloodline in the process of human regeneration. With marriage, kinship and people's statuses become clear. Marriage in Islam is to form a family marriage as a means to achieve happiness in life. Islam also teaches that marriage is an event that should be welcomed with gratitude and joy. Islam provides a clear concept regarding the procedures or process of a marriage that is based on the Koran and Sunnah. The research methodology used in this research is a qualitative research method with observation-based data collection techniques. The aim of this research is to find out how marriages are arranged in Islam and what the wisdom of marriage is so that a happy family, a family that is calm, peaceful and full of joy, will be created. love is based on faith and devotion to Allah SWT.
Implementation of Problem-Solving Learning Model in Improving Learning Outcomes at Islamic Education : A Classroom Action Research Sutiono; Ifham Choli; Mu’allimah Rodhiyana
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 1 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i1.6093

Abstract

In general, students' perceptions of Islamic religious education subjects tend to be negative. So far, students consider Islamic religious education as the least favorite subject. This type of research is descriptive. (Classroom Action Research, Problem Solving Model with two cycles) Descriptive research describes or answers problems of phenomena or events that occur today, both about phenomena in single variables and correlations and/or comparisons in various variables. Based on the implementation and results of the study, students' learning activities in the Islamic Religious Education (PAI) learning process using the problem solving model (Cycle I) showed that out of 30 students, in terms of the readiness of the Islamic Religious Education learning process, 7 students (23.3%) were classified as strong, 12 students (40%) were classified as moderate, and 11 students (36.6%) were classified as weak. In terms of concentration during the Islamic Religious Education learning process, 11 students (36.6%) were classified as strong, 10 students (33.3%) were classified as moderate, and 9 students (30%) were classified as weak. In terms of motivation during the Islamic Religious Education learning process, 5 students (16.6%) were classified as strong, 14 students (46.6%) were classified as moderate, and 11 students (36.6%) were classified as weak. Meanwhile, in terms of learning achievement measured by grades or report cards, the average score of Islamic Religious Education was 61.3. In terms of motivation during the Islamic Religious Education learning process, 8 students (26.6%) were classified as strong, 9 students (30%) were classified as moderate, and 13 students (43.3%) were classified as weak. Meanwhile, in terms of achievement measured by grades or numbers, the average score of Islamic Religious Education was 80. Thus, the researcher found that there was a significant achievement so that the application of the problem-solving method was considered successful.