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All Journal International Journal of Islamic Education, Research and Multiculturalism (IJIERM)
Muhammad Riza
IAIN Takengon Aceh Tengah
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Other

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THE ARTICULATION OF ISLAMIC MULTICULTURAL EDUCATION OF DAYAH MUDI MESRA AL-AZIZIYAH NETWORK IN ACEH PEACE Muhammad Riza; Maskuri; Junaidi Mistar
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 4 No 2 (2022): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v4i2.136

Abstract

Abstract: Religious educational institutions can play a significant role in societies emerging from conflict, particularly when their educational traditions intersect with reconciliation, community relations, and peacebuilding. This study examines how Islamic multicultural education is articulated within the Dayah MUDI Mesra Al-Aziziyah Samalanga network in Aceh, Indonesia, and how its educational practices relate to the region’s peacebuilding processes. Adopting a qualitative case study design, the research draws on in-depth interviews with 20 purposively selected informants from the dayah network and among individuals involved in the Aceh peace process, alongside documentary analysis. Data were analysed through an interactive process of condensation, display, and conclusion drawing. The findings identify two interconnected dimensions of educational articulation. Internally, multicultural Islamic values are cultivated through the Tastafi curriculum, which integrates tasawwuf (Sufism), tawhid (Islamic monotheism), and fiqh (Islamic jurisprudence) into religious learning and character formation. Externally, these values are expressed through the network’s engagement in peace-related activities, including istighasah kubra and participation in mediation and negotiation during the pre-agreement period, followed by educationally grounded reconciliation and continued Tastafi learning after the peace agreement. The study conceptualises the dayah network as an institutional space connecting religious formation with community-level peace engagement. It thereby contributes to discussions of Islamic education, multiculturalism, and post-conflict peacebuilding by highlighting how established religious learning traditions may provide resources for sustaining reconciliation in Aceh. Keywords: Islamic Multicultural Education; Dayah; Tastafi; Peacebuilding; Post-Conflict Reconciliation
The Phenomenon of School Santrinization in Aceh: Impacts and Implications in Education Muhammad Riza
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 5 No 3 (2023): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v5i3.246

Abstract

This article examines the phenomenon of school santrinization in Aceh, Indonesia, and its impacts and implications in the field of education. School santrinization refers to the increasing influence of Islamic boarding school (pesantren) norms, values, and practices within formal educational institutions. This qualitative study employs interviews, observations, and document analysis to explore the impacts of school santrinization and its implications in education. The findings shed light on various changes brought about by school santrinization, including alterations in curriculum content, teaching methods, and student behavior. The analysis reveals that curriculum content has undergone a significant shift, with a heightened emphasis on Islamic studies and a reduced focus on subjects unrelated to religious education. This trend reflects the growing influence of pesantren values in shaping the educational landscape. Furthermore, teaching methods have been influenced, with a greater emphasis on rote memorization and recitation of religious texts, aligning with the pedagogical practices commonly observed in pesantren. These changes in instructional strategies have implications for the overall learning experience of students. Moreover, the study finds that school santrinization has impacted student behavior, leading to a stronger adherence to religious practices and an increased gender segregation within schools. The implications of school santrinization in education are multifaceted. Teachers face challenges in adapting their pedagogical approaches to accommodate the changing educational landscape, striking a balance between religious and secular knowledge domains.
Co-Authors Junaidi Mistar Maskuri