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All Journal MUSLIM HERITAGE: JURNAL DIALOG ISLAM DENGAN REALITAS GUYUB: Journal of Community Engagement Muslim Heritage Jurnal Pendidikan Islam
Ali Mas'ud
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mechanical Engineering Social Sciences Other

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Rasionalitas Epistemik dalam Pendidikan Islam dengan Perspektif Historis untuk Membangun Moderasi Beragama di Indonesia Aba Agil Aziz; Ah. Zakki Fuad; Ali Mas'ud; Imam Walid Asrofuddin Ulil Huda
Muslim Heritage Vol 8, No 1 (2023): Muslim Heritage: Jurnal Dialog Islam dengan Realitas
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/muslimheritage.v8i1.5846

Abstract

AbstractThis study aims to describe the history of education in Islam to serve as the basis for its epistemic framework.  This study uses a literature study method with a qualitative approach.  The sources used are books, articles that are relevant to the history of Islamic religious education, besides that, literature on epistemic rationality and religious moderation is also collected.  How to obtain data in this study by reviewing the literature.  The data analysis uses the concept given by Miles and Huberman.  The results of this study are: 1) Historically the decline of Islamic education was due to the geopolitics of the destruction of the city of Baghdad so that the emergence of the western anti-colonial movement which resulted in radicalization to maintain power over religion.  2) Islamic education undergoes a transformation from the rationality of science through religious beliefs to the narrowing of knowledge and education in Islam for religious and political purposes.  3) Epistemic rationality is needed to revive Islamic education such as the golden age that uses rationality and empiricism in acquiring knowledge.  4) With an epistemic rationality approach based on the history of Islamic education, it can be used as an effort to form a moderate attitude in religion. AbstrakModerasi beragama kembali menjadi isu yang penting untuk dibahas, seiring dengan maraknya tindakan anarkis, radikalisme dan fanatisme mengatasnamakan agama yang dilakukan oleh oknum tertentu di waktu akhir ini. Oleh karena itu, perlu menilik sejarah pendidikan Islam pada masa keemasan untuk dijadikan pijakan kerangka epistemiknya. Penelitian ini menggunakan metode studi kepustakaan dengan pendekatan kualitatif. Sumber yang digunakan adalah buku, artikel yang relevan dengan sejarah pendidikan agama islam selain itu dikumpulkan juga literatur-literatur rasionalitas epistemik dan moderasi beragama. Cara memperoleh data pada penelitian ini dengan telaah literature. Adapun analisis data menggunakan konsep yang diberikan oleh Miles dan Huberman. Hasil penelitian ini berupa : 1) Tercatat historis kemunduran pendidikan islam disebabkan geopolitik hancurnya kota baghdad sehingga munculnya gerakan anti kolonial barat yang dampaknya radikalisasi untuk mempertahankan kekuasaan dengan atas agama. 2) Pendidikan islam mengalami transformasi dari rasionalitas ilmu pengetahuan melalui keyakinan agama berubah menjadi mempersempitnya ilmu pengetahuan dan pendidikan dalam Islam untuk tujuan agama dan politiknya. 3) Rasionalitas epistemik diperlukan untuk membangkitkan kembali pendidikan islam seperti masa keemasan yang menggunakan rasionalitas dan empirik dalam memperoleh pengetahuan. 4) Dengan pendekatan rasionalitas epistemik berdasar sejarah pendidikan islam bisa digunakan sebagai upaya pembentukan sikap moderat dalam beragama. 
Rasionalitas Epistemik dalam Pendidikan Islam dengan Perspektif Historis untuk Membangun Moderasi Beragama di Indonesia Aba Agil Aziz; Ah. Zakki Fuad; Ali Mas'ud; Imam Walid Asrofuddin Ulil Huda
Muslim Heritage Vol 8, No 1 (2023): Muslim Heritage: Jurnal Dialog Islam dengan Realitas
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/muslimheritage.v8i1.5846

Abstract

AbstractThis study aims to describe the history of education in Islam to serve as the basis for its epistemic framework.  This study uses a literature study method with a qualitative approach.  The sources used are books, articles that are relevant to the history of Islamic religious education, besides that, literature on epistemic rationality and religious moderation is also collected.  How to obtain data in this study by reviewing the literature.  The data analysis uses the concept given by Miles and Huberman.  The results of this study are: 1) Historically the decline of Islamic education was due to the geopolitics of the destruction of the city of Baghdad so that the emergence of the western anti-colonial movement which resulted in radicalization to maintain power over religion.  2) Islamic education undergoes a transformation from the rationality of science through religious beliefs to the narrowing of knowledge and education in Islam for religious and political purposes.  3) Epistemic rationality is needed to revive Islamic education such as the golden age that uses rationality and empiricism in acquiring knowledge.  4) With an epistemic rationality approach based on the history of Islamic education, it can be used as an effort to form a moderate attitude in religion. AbstrakModerasi beragama kembali menjadi isu yang penting untuk dibahas, seiring dengan maraknya tindakan anarkis, radikalisme dan fanatisme mengatasnamakan agama yang dilakukan oleh oknum tertentu di waktu akhir ini. Oleh karena itu, perlu menilik sejarah pendidikan Islam pada masa keemasan untuk dijadikan pijakan kerangka epistemiknya. Penelitian ini menggunakan metode studi kepustakaan dengan pendekatan kualitatif. Sumber yang digunakan adalah buku, artikel yang relevan dengan sejarah pendidikan agama islam selain itu dikumpulkan juga literatur-literatur rasionalitas epistemik dan moderasi beragama. Cara memperoleh data pada penelitian ini dengan telaah literature. Adapun analisis data menggunakan konsep yang diberikan oleh Miles dan Huberman. Hasil penelitian ini berupa : 1) Tercatat historis kemunduran pendidikan islam disebabkan geopolitik hancurnya kota baghdad sehingga munculnya gerakan anti kolonial barat yang dampaknya radikalisasi untuk mempertahankan kekuasaan dengan atas agama. 2) Pendidikan islam mengalami transformasi dari rasionalitas ilmu pengetahuan melalui keyakinan agama berubah menjadi mempersempitnya ilmu pengetahuan dan pendidikan dalam Islam untuk tujuan agama dan politiknya. 3) Rasionalitas epistemik diperlukan untuk membangkitkan kembali pendidikan islam seperti masa keemasan yang menggunakan rasionalitas dan empirik dalam memperoleh pengetahuan. 4) Dengan pendekatan rasionalitas epistemik berdasar sejarah pendidikan islam bisa digunakan sebagai upaya pembentukan sikap moderat dalam beragama. 
Building Harmony through a Local Wisdom-Based Curriculum at a Madrasah in a Muslim Minority Setting Nadlir Nadlir; Muhammad Fahmi; Hanik Yuni Alfiyah; Syaifuddin Syaifuddin; Ali Mas'ud; Sudirman Sudirman; Abdullah Malik Ibrahim
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i2.322

Abstract

Interfaith harmony is an important foundation for social cohesion in a pluralistic society, but it does not always occur naturally and requires a planned educational strategy. This study aims to analyze the construction of harmony through a local wisdom-based curriculum at Madrasah Aliyah Bali Bina Insani (MA BBI), a madrasah located in a Muslim minority context in Tabanan Regency, Bali. The research focuses on how local wisdom values ​​are systematically integrated into the curriculum and educational practices to build interfaith harmony. This study used a qualitative case study design. Data were collected through in-depth interviews with eight key informants, including madrasah principals, Muslim and non-Muslim teachers, and community leaders; participant observation of the learning process and socio-religious activities; and documentation of curriculum documents and institutional policies. Data were analyzed using an inductive-interactive analysis model. The results show that MA BBI actively integrates Balinese local wisdom into its learning materials, inclusive pedagogical approaches, and institutional policies, thus creating an educational climate that supports tolerance, mutual respect, and social harmony. The curriculum serves not only as an academic tool but also as a social instrument in building harmony amidst religious diversity. The novelty of this research lies in its emphasis on the madrasah curriculum as a medium for fostering harmony among minority communities. This study confirms that developing a curriculum grounded in local wisdom is a powerful educational strategy for building social harmony in pluralistic societies and recommends further research across diverse socio-cultural contexts.
Community-Based Education on the Mitigation of Religious Radicalism among Urban Muslim Communities Hanik Yuni Alfiyah; Ali Mas'ud; Syaifuddin Syaifuddin; Muhammad Fahmi; Ulul Azmi Nur Rohmatullah
GUYUB: Journal of Community Engagement Vol 7, No 2 (2026): Juni
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/guyub.v7i2.15069

Abstract

This community service program is motivated by the increasing vulnerability of urban Muslim communities to religious radicalism, particularly influenced by digital media that promotes exclusive and intolerant narratives. Therefore, a participatory and community-based intervention is urgently needed. This program employs a Participatory Action Research (PAR) approach, involving the community actively through stages of problem identification, planning, action, observation, reflection, and evaluation. Data were collected through observation, interviews, documentation, and pretest–posttest instruments, and analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing. The results demonstrate measurable improvements in participants’ understanding, attitudes, and behaviors regarding radicalism. Quantitatively, rejection of radical ideas increased from 67.7% in the pretest to 93.25% in the posttest in the cognitive domain. Similarly, anti-radical attitudes increased significantly to 97.5%, while the tendency toward radical thinking decreased from a score of 32.2 to 6.7. The impact of this program is reflected in enhanced religious moderation literacy, increased openness to dialogue, and improved community readiness to develop environment-based preventive strategies. Furthermore, the program strengthens social resilience and collective awareness, positioning community-based participatory education as an effective and sustainable model for mitigating religious radicalism in urban settings.
Co-Authors Aba Agil Aziz Abdullah Malik Ibrahim Ah. Zakki Fuad Fahmi, Muhammad Hanik Yuni Alfiyah Imam Walid Asrofuddin Ulil Huda Nadlir Sudirman Sudirman Syaifuddin . Syaifuddin Syaifuddin Ulul Azmi Nur Rohmatullah