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All Journal Indonesian Journal of Islam and Muslim Societies Suhuf Equilibrium: Jurnal Pendidikan Jurnal Pendidikan Agama Islam Ishraqi Profetika MODELING: Jurnal Program Studi PGMI Muaddib : Studi Kependidikan dan Keislaman Iseedu: Journal of Islamic Educational Thoughts and Practices JURNAL PENELITIAN PENDIDIKAN SOSIAL HUMANIORA Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium Solo Universal Journal of Islamic Education and Multiculturalism Solo International Collaboration and Publication of Social Sciences and Humanities Indonesian Journal of Religion, Spirituality, and Humanity Multicultural Islamic Education Review Proceeding of International Conference of Islamic Education Jurnal Pendidikan Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pengabdian Masyarakat Bulletin of Islamic Research JIGC (Journal of Islamic Guidance and Counseling) Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Waston
Universitas Muhammadiyah Surakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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IMPLEMENTASI PENDIDIKAN MULTIKULTURAL Hannah Ummu Atikah; Waston; Mutohharun Jinan; Mohammad Ali
JURNAL PENELITIAN PENDIDIKAN SOSIAL HUMANIORA Vol. 7 No. 2 (2022): JP2SH
Publisher : LP2M Universitas Muslim Nusantara Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/jp2sh.v7i2.1592

Abstract

Pendidikan yang seragam dan tidak menghargai pluralitas justru banyak membawa implikasi negatif. Penyeragaman bukan saja mematikan kreativitas, tetapi juga melahirkan sikap dan cara pandang yang tidak toleran. Oleh karena itu sebuah sekolah perlu adanya rancangan pembelajaran multikultural yang dikembangkan pada penyelenggaraan program pendidikan sekolah. Perancangan pembelajaran multikultural dilakukan dengan memperhatikan kebutuhan kelompok sasaran, terutama segi pengetahuan, yang dipadukan dengan penanaman dan pengembangan sikap menjunjung tinggi paham dan nilai-nilai integrasi. Keanekaragaman sosial dan budaya peserta didik, menjadi tantangan bagi SMA ABBS Surakarta dalam menerapkan pendidikan multikultural. Tujuan dari penelitian ini untuk mendeskrepsikan implementasi pendidikan multikultural di SMA ABBS Surakarta. Jenis penelitian ini adalah kualitatif, metode pengumpulannya melalui wawancara dan observasi, tempat penelitian berada di SMA ABBS Surakarta dan yang menjadi subjek dalam penelitian ini meliputi guru, pembina boarding (musyrifah) dan peserta didik di SMA ABBS Surakarta. Hasil dari penelitian ini dapat diketahui bahwa untuk mendukung kemampuan anak yang multikultural, SMA ABBS hadir di tengah masyarakat Surakarta dengan inovasi-inovasi baru, seperti program-progam yang dilaunchingkan sampai sekarang, diantaranya adalah: sabtu pede, peka (peduli kawan), tabung sedekah, lemon (language movement), AYRC (ABBS Youth Red Cross) dan lain sebagainya. Pada intinya program – program tersebut bertujuan untuk memunculkan rasa percaya diri, empati dan toleransi para peserta didik.
PENDIDIKAN MULTIKULTURAL DI ERA POST TRUTH Chori Miftahul Kosidatul Natus; Waston Waston; Ari Anshori; Mohammad Ali
JURNAL PENELITIAN PENDIDIKAN SOSIAL HUMANIORA Vol. 7 No. 2 (2022): JP2SH
Publisher : LP2M Universitas Muslim Nusantara Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/jp2sh.v7i2.1601

Abstract

Purpose: This paper aims to discuss the implementation of multicultural education in the post truth era. Methodology: The methodology used in this paper is a qualitative study methodology, taken from literature relevant to the discussion of multicultural education in the post truth era. Results: In multicultural education there are three values ​​that can be applied, namely, the value of equality, tolerance, and harmony. The impact of post truth is the division in society if they cannot respond to post truth properly. One way is to internalize multicultural education in the curriculum and all members of the community who are in the environment of educational institutions participate in the success of multicultural education.
PERAN PESANTREN DALAM MODERASI BERAGAMA DI ASRAMA PELAJAR ISLAM TEALREJO MAGELANG JAWA TENGAH INDONESIA Suprapto Suprapto; Eny Rahmawati; Bambang Sumardjoko; Waston Waston
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 6, No 1 (2022): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v6i1.20539

Abstract

The Tegalrejo Islamic Student Dormitory Boarding School, Magelang, Central Java, is an Islamic educational institution with an integrated implementation of religious education with the studies of the yellow book (turath) which synergizes with public school education, using curriculum 13. Apart from being Salafi, The API Islamic Boarding School understands that Ahlussunnah Wal Jamaah (Aswaja) strongly emphasizes the attitude of religious moderation. Education as a fundamental aspect includes Islamic boarding schools as a forum to galvanize the younger generation of Islam who are ready to accept the relay of struggle from previous leaders and scholars. Pesantren is a fortress to prevent the degradation of the nation's moral values. The purpose of this study is to find out the role of ustadz/ustadzah in giving their teachings to students in terms of moderation and eliminating intolerant behavior. The method used is qualitative by conducting observations, interviews, and collecting documentation, as well as distributing questionnaires as supporting data. The results of this study describe the application of the school curriculum at the APi Tegalrejo Islamic boarding school Magelang combined with the study of the yellow book (classic) as a reference in terms of religious knowledge. Thus giving birth to an attitude of religious moderation among students under the auspices of the pesantren. In this study, it was found as a form of contribution that the use of educational curriculum 13 which was integrated with the study of classical book studies, based on Salafi and Aswaja-oriented, was able to provide insight to santri students at the API Boarding School to become moderate students, this was shown by the students being able to follow the dynamics developmental life in society which involves issues of religion, social, culture, science, business skills and technology today.
SOCIAL-BASED EDUCATION; FOUNDATION OF SOCIAL INTEGRATION OF THE PEOPLE IN SALATIGA Sutrisna Sutrisna; Zakiyyudin Baidhawy; Waston Waston
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 6, No 1 (2022): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v6i1.20526

Abstract

The purpose of research is to find out the social condition of society, the process of community-based education through social integration of society, and community-based education as the foundation of social integration. This is qualitative research that employed the phenomenological approach conducted in the people of through interviewing and observing the informants, then documenting the information, and after that conducting the focused group discussion. The researcher then validated the data through method and resource triangulations. The interactive techniques of data analysis include data collection, data reduction, data presentation, and concluding. The findings are that the social condition of the people is so plural for its ethnics, religions, races, and cultures. There are institutions and varied social groups with different identities which interacted and adapted to their society to fulfill their social needs to reach balance.  The social integration occurred by adjusting the various components of the living patterns which have the functions synergically.  Society is integrated based on the agreement on norms and values of the society in creating balance, regularity, and harmony.   The components of the social integration which are done by the people among other things are accommodations, coordination, assimilations, and amalgamations; which are aspirations and the potential of the uniqueness of the people and the cultures of the locals. People tried to adjust, cooperate and acculturate among them by respecting others for their diversity and expressions supported by knowledge, open-mindedness, communication, freedom of thought, belief, and conscience and they accept that people are varied in nature. Those social integration components which are done by the people are the social integration practices through social-based education as the manifestation of the education for the society.
PERAN MAJELIS ULAMA INDONESIA (MUI) DALAM PROSES DERADIKALISASI DAN MODERASI DI KOTA SURAKARTA Suprapto Suprapto; Bambang Sumardjoko; Waston Waston
SUHUF Vol 34, No 2 (2022): November
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/suhuf.v34i2.20956

Abstract

Masyarakat Kota Surakarta sangat majemuk dan multikultur, sering terjadi Radikalisme di Kota Surakarta yang menimbulkan ketegangan dan konflik antar kelompok. Tujuan penelitian ini adalah untuk 1). Mengetahui tentang Radikalisme dan Moderasi Beragama di Kota Surakarta 2). Mendeskripsikan Proses Deradikalisasi dan Moderasi Beragama di Kota Surakarta 3). Menganalisis peran MUI dalam Proses Deradikalisasi dan Moderasi Beragama di Kota Surakarta 4). Menganalisis faktor-faktor yang Mendukung dan Menghambat Peran MUI dalam Proses Deradikalisasi dan Moderasi Beragama di Kota Surakarta. Penelitian ini merupakan penelitian kualitatif deskrptif. Subyek penelitian ini MUI an obyek penelitiannya adalah masyarakat beragama. Adapun teknik pengumpulan data menggunakan observasi, wawancara mendalam, dokumentasi, dan kuesioner sebagai data pendukung. Kesimpulan penelitian ini adalah pertama, Radikalisme di Kota Surakarta hanyalah imbas dari dari gerakan Islam terdahulu pada awal-awal tahun kemerdekaan dan diera Orde Baru seperti Abdullah Sungkar dan Abu Bakar Ba’asyir hanyalah penerus dari gerakan DarulIslam (DI)/Negara Islam Indonesia (NII) yang diproklamirkan oleh Karto Suwiryo tahun 1949 di Cisampak Tasikmalaya. Kedua, seagai proses Deradikaisasi dan Moderasi Beragama di Kota Surakarta melakukan tutorial pada seminar OSPEK penerimaan Mahasiswa pada tahunajaran baru untuk mencegah terjadinya ekslusivisme, halaqoh Alim Ulama se Jawa-Madura, dan membuat proposal Solo Berseri Menuju Masyarakat Terhormat untuk Indonesia yang kemudian dijadikan Progrmam nasional oleh MUI Pusat. Ketiga, Peran MUI dalam Proses Deradikalisasi dan Moderasi beragama di Kota Surakarta telah mencegah terjadinya takfiri (saling mengkafirkan) diantara kelompok sesame Muslim, penanaman nilai-nilai Islam wasathiyyah, dan misi yang diemban Nabiyullah Muhammad Saw sebagai “Rahmatan Lil ‘Alamin.”  Keempat, Sebagai faktor pendukung dan penghambat peran MUI dalam Proses Deradikalisasi dan Moderasi Beragama adalah masyarakat yang multikultur, budaya toleransi, gotong royong, nasionalisme yang kuat. Sebagai faktor penghambat fanatisme yang berlebihan (al-ghuluw), perbedaan ideologi, lemahnya hukum dan keadilan. Disisi lain masih bergejolaknya peristiwa yang menimpa Negara-negara Islam di Timur Tengah dan belahan dunia lainnya.
Konsep Pendidikan Multikultural dalam Pandangan James a Banks Dharma Ratna Purwasari; Waston Waston; Muh. Nur Rochim Maksum
MODELING: Jurnal Program Studi PGMI Vol 10 No 2 (2023): Juni
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/modeling.v10i2.1746

Abstract

James A. Banks, profesor kulit hitam pertama yang dipekerjakan oleh College of Education dikenal di seluruh dunia karena beasiswa perintisnya di bidang pendidikan multikultural. Menurut Banks ada 5 dimensi Pendidikan multikultural yang harus ada dalam Pendidikan multikultural. Pertama integrasi Pendidikan multikultural dalam kurikulum, kedua kontruksi ilmu pengetahuan. Ketiga pengurangan prasangka, keempat. An equity pedagogy (Pedagogi kesetaraan), kelima pemberdayaan budaya sekolah dan struktur social. Banks dengan lima dimensi tersebut membuka jalan terang dalam menjawab perdebatan barat soal disparitas dan pengelompokan sebuah etnis dan budaya. Pendidikan multikultural Banks sangat cocok diterapkan pada spirit pendidikan nasional di seluruh dunia.
Building Peace Values Through The Values of Religious Hospitality Umar Said Wijaya; Musa Asy'arie; Waston Waston
MUADDIB Jurnal Kependidikan dan Keislaman Vol 13, No 1 (2023)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/muaddib.v13i1.6873

Abstract

Religious harmony is a concept of values that allows a person to live in a multicultural society in peace and security. Instilling religious values of harmony can be integrated into the education system. This study aims to analyse the religious values of harmony in the higher education system. The research was conducted at Darussalam Gontor University, Ponorogo. Using a descriptive qualitative research method with a case study approach, data were obtained through direct observation at research locations and interviews with university leaders, directors of Islamic boarding schools, heads of study programmes, heads of research and community service institutions, lecturers, and students. The results of the study show that the integration pattern applied is multi-value and multi-system integration. This tertiary institution has implemented education on harmonious religious values in a pesantren-based higher education system through the stages of harmony knowing, harmony feeling, harmony action, harmony controlling, and harmony evaluation. The core values of Islamic boarding schools are summarised in the Five Spirits of Pesantren (Islamic Boarding Schools), which include sincerity, simplicity, independence, ukhuwwah Islamiyyah, and freedom, supported by the values of peace, equality, the sacredness of life, respect and appreciation, honesty, waqf, and wisdom. These values are based on obedience, faith, and servitude to Allah SWT, which are extracted from the Qur'an and hadith. Instilling these values uses the integration model of four educational centres, namely mosques, dormitories, classes, and the environment/nature, with attention to the development of intellectual, spiritual, emotional, and skill potential, with the hope that campus life can be created in a way that is scientific and practical, harmonious and competitive. 
Improving The Professional Teacher Competence Through Clinical Supervision Based on Multicultural Values in Pesantren Syamsul Arifin; Sutama Sutama; Sekar Ayu Aryani; Harun Joko Prayitno; Waston Waston
Nazhruna: Jurnal Pendidikan Islam Vol 6 No 3 (2023): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Program Studi Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v6i3.4037

Abstract

This study examines how clinical supervision activities can promote multiculturalism in Indonesia and enhance teacher professionalism. Multicultural education is based on five criteria integrated into clinical supervision activities to improve teacher competence. The goal is to apply multicultural values to education and enhance teacher competency in various areas, such as pedagogy, personality, social skills, and professionalism. The study focuses specifically on two Islamic boarding schools in Ponorogo, East Java, Indonesia. This study uses a qualitative approach for detailed, comprehensive, and in-depth data collection techniques in observation, documentation, interviews, and focused discussions. Based on the findings of the clinical supervision description data through the planning stage, clinical supervision stage, evaluation stage, and follow-up, data analysis techniques using Miles and Huberman are applied, which include data mining, data reduction, data presentation, and conclusion. The study found that clinical supervision activities for teachers in Islamic boarding schools start with planning supervision, followed by microteaching and observation activities to assess teacher learning standards. The development of teacher competency is based on teacher learning preparation, discussions, the teacher as the supervisor of an Islamic boarding school, and the teacher as the main actor in clinical supervision activities. This research highlights the importance of clinical supervision based on multicultural values, as it can enhance pedagogic, personality, social, and professional competencies.
Multicultural and multidisciplinary Islamic religious education and its significance for nurturing religious moderatism Waston; Suwartini, Sri
IJORESH Indonesian Journal of Religion Spirituality and Humanity Vol. 1 No. 1 (2022): Indonesian Journal of Religion, Spirituality, and Humanity
Publisher : Postgraduate Program of State Islamic University (UIN) Salatiga Jl. Lingkar Salatiga Km. 02 Salatiga, Indonesia https://pps.uinsalatiga.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/ijoresh.v1i1.76-98

Abstract

In the last decade, Islamic Religious Education (IRE) has received a negative image because it is associated with the growth of religious radicalism. Thus, the demands for applying religious moderation in IRE are getting stronger. This study aimed to find epistemological models that can direct IRE to align with religious moderation. Efforts to find answers were carried out by studying the thoughts of several figures of Islamic philosophy and contemporary Islamic studies, pursued by qualitative studies, supported by case studies, and enriched by surveys. The results showed that Musa Asy'arie's Multidimensional Concept, Amin Abdullah's Multidisciplinary-Interdisciplinary-Transdisciplinary Concept, and Siswanto Masruri's Science Collaboration Concept could serve as epistemological footholds in building a multicultural IRE that lead to religious moderation.
MENATAP MASA DEPAN PERADABAN ISLAM Waston, Waston
Ishraqi Vol 1, No 1 (2017): Jurnal Ishraqi
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ishraqi.v1i1.3040

Abstract

Secara historis, Islam sebagai sebuah peradaban dimulai dari sintesis kreatif. Sintesis kreatif bisa terjadi  jika seseorang memiliki beberapa bidang ilmu sekaligus. Di era klasik, antara abad IX dan XIV, peradaban Islam menunjukkan kreativitas tinggi dalam ilmu dan teknologi. Pemikiran kreatif di zaman keemasan Islam tercermin dalam diri Al-Farabi, Ibnu Rusyd, Ibnu Sina dan lain-lain merupakan hasil sintesis secara intensif dengan falsafah Yunani. Oleh karena itu,   peradaban Islam di masa depan harus   bersintesis   dengan teknologi, ekonomi  dan   globalisasi. Perlu penggeseran wilayah pemikiran yang dulunya hanya memikirkan persoalan-persoalan “teologi” (Ketuhanan) klasik ke arah paradigma pemikiran yang lebih menelaah dan mengkaji secara serius persoalan-persoalan “kemanusiaan” (antropologi) yang bersifat global. Melahirkan peradaban Islam di Indonesia di era globalisasi ini tentu bukan pekerjaan mudah karena itu dibutuhkan agenda, koordinasi terpadu dan komprehensif oleh semua agen perubahan sosial.  
Co-Authors ., Wachidi Afdal Afdal Afdal Afdal, Afdal Afiyah, Ishmah Ahmad Asroni Ahmed Khondoker, Saif Uddin Ainiah, Ainiah Andri Nirwana AN Annas Fajar Rohmani Ari Anshori Azzahrowaini, Lutfi Bambang Sumardjoko Chori Miftahul Kosidatul Natus Dharma Ratna Purwasari Dharma Ratna Purwasari Dolles Marshal, Fahmi Eny Rahmawati Erham Budi Wiranto Erham Budi Wiranto Fadhila, Wahyuningtyas Ayu Hannah Ummu Atikah Harun Joko Prayitno Kani Ulger Laksono Trisnantoro Lucísini Fersano Mahmudulhasan Mahmudulhassan Mahmudulhassan, M Mahmudulhassan, Mahmudulhassan Meti Fatimah Miftahudin Rois Mohammad Ali Muh Nur Rochim Maksum Muhamad Yusup Muhtar Arifin Sholeh, Muhammad Musa Asy'arie Musa Asy’arie Muthoifin Mutohharun Jinan Nugroho, Kharis Nuha Ramdhani, Deddy Rohmani, Annas Fajar Rois, Miftahudin Sajiwo Tri Prakoso Salsabila, Fahreza Nur Saputro, Yogi Muhammad Sari, Nabilla Puspita Sekar Ayu Aryani Sekar Ayu Aryani Sekar Ayu Aryani Sekar Ayu Aryani Sholeh, Muhammad Muhtar Arifin Siti Fauziah Soleh Amini Yahman Sri Suwartini, Sri Suprapto Suprapto Sutama Sutrisna Sutrisna Syamsul Arifin Syamsul Arifin SYAMSUL HIDAYAT Taryanto Taryanto Taryanto, Taryanto Toni Ardi Rafsanjani Umar Said Wijaya Wachidi . Wulandari, Putri Indah Zakiyyudin Baidhawy Zukhruf, Wahid Muhammad