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SERBA-SERBI TAREKAT ERA MODERN (Corak Ajaran dan Perilaku Keseharian Pengamal Tarekat di Kalimantan Tengah dan Kalimantan Selatan) Sayid Ahmad Ramadhan; Khairil Anwar; Makmur Harun
Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Vol. 22 No. 1 (2023)
Publisher : Pascasarjana UIN ANTASARI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak: Tarekat sebagai bagian dari tasawuf syari’at Islam menempati posisi penting bagi peradaban umat Islam sejak dulu sampai saat ini karena telah memengaruhi beragam sisi kehidupan mulai dari tata cara peribadatan, sosial, pendidikan hingga politik. Corak ajaran tarekat pun beragam tergantung pada guru/syeikh/mursyid masing-masing, namun dapat diklasifikasikan secara umum menjadi tiga macam yakni: a. tarekat Falsafi, b. tarekat Akhlaqi, dan c. tarekat Amali. Penelitian ini menggunakan metode penelitian pustaka (library research) dengan pendekatan deskriptif dan analisisnya sosio-holistik. Adapun untuk fokus penelitian yakni mengarah dan bermaksud mendeskripsikan corak ajaran tarekat dan perilaku keseharian pengamal tarekat di Kalimantan Tengah dan Kalimantan Selatan. Hasil penelitian ditemukan corak ajaran tarekat yang tumbuh dan berkembang di wilayah Kalimantan Tengah dan Kalimantan Selatan cenderung ke arah jenis tarekat akhlaqi dan amali serta ke arah tarekat falsafi. Adapun untuk perilaku keseharian pengamal tarekat dapat dilihat dan dikategorikan mulai tata berbicara, berpakaian, sampai praktik peribadatan ada yang menampilkan bahwa dirinya pengamal tarekat, ada juga memilih menyembunyikannya. Kemudian ada juga pengamal tarekat yang konsisten dengan satu ajaran tarekat yang ia ikuti sejak awal, ada juga yang mengamalkan lebih dari satu ajaran tarekat serta ada juga orang awam (umum) yang mengamalkan ajaran tarekat karena menonton acara pengajian di dunia maya (media sosial) seperti YouTube, Facebook, Instagram, Tiktok, dan rekaman video namun tidak pernah sama sekali mengikuti tarekat. Kata Kunci: Tarekat, Corak Ajaran, Perilaku Pengamal Tarekat. Abstract: Tarekat as part of the Islamic sharia sufism occupies an important position for the civilization of the Muslims from the past to the present because it has influenced various aspects of life ranging from worship, social, educational to political ordinances. Doctrinal patterns tarekat also varies depending on the respective guru/sheikh/mursyid, however, it can be classified in general into three types, namely: a. tarekat Falsafi, b. tarekat Akhlaqi, dan c. tarekat Amali.This research uses library research methods with a descriptive approach and the analysis is socio-holistic. As for the focus of research, it is to lead and intend to describe the pattern of teachings tarekat and the daily behavior of the practitioner tarekat at Kalimantan Tengah dan Kalimantan Selatan. The results of the study found the pattern of teachings tarekat which grows and develops in wilayah Kalimantan Tengah dan Kalimantan Selatan Tend towards the breed tarekat akhlaqi dan amali as well as towards tarekat falsafi. As for the daily behavior of the practitioner tarekat viewable and categorized mulai tata speaking, dressing, and worship practices some show that he is a practitioner tarekat, there is also a choice to hide it. Then there are also practitioners tarekat which is consistent with one teaching tarekat which he followed in the first place, there are also those who practice more than one teaching tarekat and there are also laymen (general) who practice the teachings tarekat because watching recitation events in cyberspace (social media) such as YouTube, Facebook, Instagram, Tiktok, and recordings video yet never followed at all tarekat. Keyword: Tarekat, Doctrinal Patterns, Practising Behavior Tarekat.

Islamic Education and Pluralism: An Overview of Multicultural Education Management Rahmat Fauzi; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9631

Background: Pluralism and multiculturalism are critical issues in the context of global education, particularly in increasingly diverse societies in terms of culture, religion, and ethnicity. Islamic education, as a value-based spiritual education system, holds significant potential in shaping inclusive and tolerant communities. However, challenges arise when exclusive interpretations of religious teachings hinder the development of a pluralistic educational approach. Aim: This study aims to examine the relationship between Islamic education and multicultural education management in efforts to develop an education system that is responsive to diversity. Method: The research employed a literature study approach by reviewing 50 scientific articles, from which 15 were selected based on their relevance to the theme, methodological approach, and contribution to the discourse. The selection process was carried out in three stages to identify articles that specifically addressed the values of pluralism, strategies of education management, and the challenges of implementation in the context of Islamic education. Results: The analysis revealed that pluralism, from the perspective of Islam, is an authentic value reflected in the teachings of the Qur’an, which emphasizes the importance of mutual understanding and respect for differences. Islamic education was found to be highly relevant to multicultural education management, as both prioritize justice, equality, and tolerance. Strategies identified include the integration of multicultural content into the curriculum, teacher training, inclusive classroom management, and anti-discrimination policies. Discussion: The study highlights key challenges, including limited teacher understanding of multicultural concepts, societal resistance to pluralism, and underdeveloped educational policies supporting diversity. To address these challenges, solutions such as curriculum reform, capacity-building for educators, and the creation of safe and inclusive learning environments are proposed. These strategies aim to strengthen the capacity of Islamic educational institutions to manage diversity effectively. Conclusion: This study concludes that Islamic education can serve as a strategic force in developing a multicultural education system. It contributes significantly to the creation of a peaceful, just, and respectful society by embedding the values of pluralism within educational management practices.

The Integration of the Curriculum of Love and Environmental Theology Concepts in Islamic Education at the Primary School Level Ummi Qudsiyah; Khairil Anwar; Fimeir Liadi
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9780

Background: The integration of the Curriculum of Love and Environmental Theology in Islamic Education at the Primary School Level addresses the urgent need for a holistic educational framework that fosters intellectual development, moral character, and environmental consciousness among students. Aim: This study aims to (1) determine the urgency of integrating education based on the Curriculum of Love and Environmental Theology, (2) identify conceptual models for such integration, and (3) explore the challenges and opportunities in implementing this integration within Islamic education at the primary level. Method: Using a qualitative descriptive approach with library research methods, the study analyzes various literature sources, including scholarly books, journals, and articles related to love-based education, environmental theology, and Islamic education practices. Thematic analysis was employed to extract key themes and insights. The findings reveal that integrating love and environmental theology into the curriculum is crucial for shaping students who are not only academically competent but also compassionate, socially responsible, and ecologically aware. The conceptual integration model proposed includes an interdisciplinary approach, character education emphasizing compassion and stewardship, experiential learning such as outdoor and community-based activities, and incorporation of local wisdom and Islamic values. However, implementation faces significant challenges, including limited resources and infrastructure, resistance to curriculum changes, lack of teacher training, and societal attitudes inclined toward consumerism. Despite these barriers, notable opportunities exist to advance this integration through collaborative efforts among educators, policymakers, parents, and communities. Innovative teaching methods, curriculum redesign, and the contextualization of Islamic teachings offer pathways to embed love and environmental values meaningfully into primary education. Conclusion: integrating the Curriculum of Love and Environmental Theology within Islamic Education at the Primary School Level is both necessary and feasible, offering transformative potential to produce a generation of students who are intellectually skilled, morally grounded, and environmentally conscious, ready to contribute positively to society and address global challenges.

The Integration of Eco-Sufism in Islamic Education at the Elementary Level Achmad Junaidi; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9813

Background: This study explores the integration of eco-Sufism into Islamic education at the elementary level as a strategic response to contemporary environmental crises and moral decline. Eco-Sufism, which blends spiritual values rooted in Sufism with ecological consciousness, offers a holistic framework to enhance Islamic education by fostering character development and environmental responsibility. This research aims to analyze how Sufi values—categorized into ethical, practical, and philosophical dimensions can be effectively incorporated into elementary-level Islamic education to shape students who are spiritually grounded and ecologically aware. This study employs a descriptive qualitative approach using thematic analysis, supported by library research. Literature on Islamic education, eco-Sufism, and relevant Qur'anic concepts such as ulul albab was reviewed and interpreted to develop an integrative educational model. The results indicate that Sufi-based education significantly contributes to students' moral and spiritual growth while promoting sustainable environmental behavior. Values such as zuhud (asceticism), tawakkul (trust in God), and muhasabah (self-reflection) are shown to enhance students' ecological sensitivity and encourage practices aligned with environmental stewardship. Furthermore, eco-pesantren practices, curriculum reforms, and Sufi-inspired pedagogical approaches support a paradigm shift toward integrative, value-based education. However, the study also identifies limitations in previous research, particularly the lack of empirical frameworks to assess the practical implementation of eco-Sufism in schools. This study proposes a contextually relevant model that combines Islamic identity reinforcement with environmental education, aiming to produce an intellectually capable, spiritually mature, and ecologically responsible generation.

The Interconnection of Huma Betang Values with the Philosophy of Pancasila in the Framework of Islamic Education at the Primary School Level at the Primary School Level Harmini Harmini; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9840

Backround: Islamic education at the primary school level in Indonesia faces the challenge of integrating local cultural values with national ideology to build students’ character and social awareness. Aim: This study aimed to analyze the interconnection between Huma Betang values, rooted in Dayak culture, and the philosophy of Pancasila, and to explore how these values converge in the Islamic education curriculum to foster a generation with strong character and moderation. Method: Using a descriptive qualitative method, the research adopted an exploratory design with a systematic literature review. Relevant literature, including academic books, journal articles, and policy documents, was identified, selected based on defined criteria, and categorized into thematic groups. Data were analyzed through thematic analysis, enabling the identification, coding, and interpretation of recurring themes related to the integration of Huma Betang and Pancasila values in education. The findings revealed a significant convergence between Huma Betang principles—such as mutual cooperation, respect for diversity, and communal harmony—and the core values of Pancasila, including unity, humanity, and social justice. These values were embedded in the Islamic education curriculum through teaching materials, pedagogical strategies, and school activities like discussions, storytelling, and community-based learning. The integration of these values enriched the learning experience, cultivated social responsibility, and promoted tolerance among students, ultimately shaping individuals who are both academically competent and socially conscious. Despite the positive impacts, challenges remain, including limited resources, the need for teacher training, and translating philosophical concepts into practical curriculum implementation. Nonetheless, this integration holds considerable potential for strengthening national identity, preventing radicalization, and fostering an inclusive and harmonious society. Conclusion: the study underscores the importance of systematically incorporating both local and national values into Islamic education curricula at the primary school level to produce graduates with strong moral character and the capacity for social cohesion in a diverse society.

Building A Moderate Muslim Generation: Strategic Analysis Of KMA 450/2024 In Preventing Radicalism In Madrasah Ibtidaiyah Dedy Irawan; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9864

Background: This research examines the strategic role of KMA 450/2024 (Decree of the Minister of Religious Affairs Number 450 of 2024) in building a moderate Muslim generation and preventing radicalism through madrasah ibtidaiyah education in Indonesia. With the largest Muslim population globally, Indonesia faces challenges from religious radicalism, particularly among youth aged 15-30 years who are vulnerable to radical ideologies spreading through digital platforms. Method: Using a qualitative descriptive approach based on document analysis, this research examines how radicalism prevention strategies are integrated into KMA 450/2024, what strategies are developed to build a moderate Muslim generation, and the implications for madrasah ibtidaiyah education. The findings reveal that KMA 450/2024 integrates radicalism prevention and religious moderation through three main dimensions: the integration of P5RA (Profile of Pancasila Students and Rahmatan lil Alamin) that develops wasathiyyah values, a flexible and contextual curriculum structure, and a focus on developing moderate Islamic character. In building a generation of moderate Muslims, the policy develops three key strategies: implementation of P5RA Projects based on Islam Rahmatan lil Alamin values, development of integrated thematic learning incorporating religious moderation values, and building a balance between religious and citizenship values to foster mutual respect in diversity. The implementation of KMA 450/2024 has significant implications: strengthening a systemic approach to address exclusivism at the root of radicalism, increasing the need for educator capacity in teaching religious moderation values, and reinforcing an educational ecosystem that supports inclusive character formation. Conclusion: The research concludes that KMA 450/2024 represents a strategic step in preventing radicalism through the internalization of religious moderation in madrasah ibtidaiyah education. Optimizing implementation requires developing contextual P5RA operational guidelines, enhancing educator capacity, and conducting evaluative research to continuously improve radicalism prevention efforts in Indonesia's madrasah ibtidaiyah education environment.

Integrating the Huma Betang Philosophy into Progressive Islamic Education in Elementary Schools: A Study on Curriculum Development Salasiah Salasiah; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9899

This study examines integrating the Huma Betang philosophy a way of life rooted in the Dayak community of Central Borneo into the curriculum of progressive Islamic education. The core values of Huma Betang, such as solidarity, collaboration, tolerance, and respect for diversity, align closely with the principles of Islamic education, which emphasize character formation and moral development. This research is motivated by the need to respond to the challenges faced by modern Islamic education, including those related to globalization, pluralism, and technological advancement. A qualitative descriptive method was employed, using a literature review approach through thematic analysis of relevant sources. The findings reveal that integrating Huma Betang values can enhance students' character development, increase social awareness, and foster an inclusive and contextual Islamic identity. Moreover, a curriculum incorporating local values has proven to be more relevant to the socio-cultural realities of the community, thereby improving the effectiveness of education. However, several challenges were identified, such as educators' low awareness of the importance of local wisdom, limited teacher training, and the rigidity of national curriculum regulations. This study recommends strategies such as local value-based teacher training, developing contextual pedagogy, and formulating a flexible curriculum that adapts to local culture. In conclusion, integrating the Huma Betang philosophy into Islamic education in elementary schools enriches the curriculum substantively and significantly contributes to producing graduates who are ethical, socially responsible, and ready to face global challenges without losing their cultural and spiritual roots.

Fostering Ecological Awareness from an Early Age: Integrating Environmental Education Based on the Qur’an and Hadith into Primary School Learning Muhammad Noor; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.10117

This study explores the integration of ecological messages from the Qur’an and Hadith into primary school education as a means to foster ecological awareness and character in young learners. Amidst the global environmental crisis, early education plays a pivotal role in shaping values and behaviors that support sustainability. While environmental themes are present in Indonesia’s primary curriculum, they often lack spiritual grounding. Islam offers rich theological and ethical foundations for environmental care, such as the prohibition of corruption (fasād), the role of humans as stewards (khalifah), the importance of balance (mīzān), and commands for cleanliness. This qualitative research utilizes document analysis and content analysis to examine how these values can be contextualized in classroom practices. The findings reveal that the Qur’an and Hadith provide not only cognitive knowledge but also spiritual and moral imperatives that can be internalized through thematic learning, project-based activities, and character education. The Merdeka Curriculum and the Pancasila Student Profile Strengthening Project (P5) enable cross-subject integration of Islamic ecological values in subjects like Islamic Education, Science, Social Studies, and Bahasa Indonesia. Teachers play a crucial role as value facilitators by modeling environmentally conscious behavior rooted in Islamic teachings. Furthermore, the involvement of families and communities enhances the educational impact, reinforcing that caring for the environment is an act of worship. This research contributes to the development of spiritually grounded environmental education strategies and highlights the potential of Islamic values to promote sustainable living from an early age.

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