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PENGUATAN EDUKASI MODERASI BERAGAMA MELALUI KESENIAN MAMACAH SEBAGAI KEARIFAN LOKAL MADURA Saidatul Karimah; Ifa Nurhayati; Sumiati Sumiati; Mufiqur Rahman
Jurnal Review Pendidikan dan Pengajaran (JRPP) Vol. 6 No. 4 (2023): Volume 6 No 4 Tahun 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v6i4.19517

Penguatan edukasi Moderasi beragama dapat dilakukan dengan mengakomodasi kearifan lokal. Salah satu kearifan lokal Madura yang kurang diminati millennial adalah Seni Mamacah. Penelitian ini bertujuan untuk menjadikan Mamacah sebagai sarana penguatan edukasi moderasi beragama. Metode penelitian ini adalah kualitatif dengan library research. Hasil penelitian ini menunjukkan bahwa Mamacah sebagai kearifan lokal Madura dapat dijadikan sarana penguatan moderasi beragama dengan beberapa langkah-langkah. Pertama, penyesuaian. Penysesuaian ini dapat diakukan dengan konten mamacah yang menceritaan tentang sejarah nabi dan para wali yang ada di Nusantara. Misalnya memasukkan pesan moderasi beragama pada beberapa bagian cerita atau sejarah yang dilantunkan. Kedua menterjemahkan pesan moderasi beragama ke dalam Bahasa Indonesia. Hal ini dapat dilakukan sehingga tradisi seni mamacah ini dapat diterima di kalangan muda atau millennial. Ketiga adalah melakukan penguatan melalui media sosial. Langkah ini sangat adaptatif dengan perkembangan zaman. Sehingga tradisi seni mamacah ini dapat juga dikampanyekan sebagai sebuah sarana penguatan moderasi beragama secara nasional.

Integrating Local Wisdom into Islamic Education Curriculum to Strengthen Religious Moderation: Lessons From Madurese Socio-Religious Culture Helmi Fuad; Mufiqur Rahman; Ali Ridho
Jurnal Cendekia Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Vol. 18 No. 01 (2026): Cendekia March 2026
Publisher : Fakultas Agama Islam Universitas Billfath

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/cendekia.v18i01.1292

This study aims to examine how the integration of local wisdom into the Islamic education curriculum can strengthen religious moderation in school settings. Using a qualitative approach with a socio-cultural perspective, data were collected through in-depth interviews, observation, document analysis, and focus group discussions involving teachers, school leaders, and students. The findings show that religious moderation can be effectively strengthened when local wisdom is systematically integrated into curriculum content, learning practices, school culture, and institutional policies. Cultural traditions, community values, and local religious practices function as contextual learning resources that help students understand moderation as a lived experience rather than an abstract concept. Teacher role modeling, dialogical learning, and habituation through daily activities also play a significant role in shaping tolerant and balanced attitudes. The study contributed a local wisdom–based model consisting of curriculum integration, teacher example, school culture, and institutional support as key components for strengthening religious moderation in Islamic education.

Seniority Reconstruction and Violence Prevention in Pesantren: A Hybrid Model of Power Transformation Syamsul Arifin; Mufiqur Rahman; Muhammad Abri Harahap; Imam Tazali; Hamidullah Marazi
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1929

Violence and bullying in Indonesian Islamic boarding schools (pesantren) are rooted in seniority hierarchies through which senior students exercise supervisory authority over juniors. Existing scholarship either defends this hierarchy as pedagogically necessary or calls for its abolition. Neither position addresses reconstruction: how the tradition might be reshaped rather than preserved or dismantled. This study used an interpretive, embedded single-case design to examine how Ma'had Baitul Qur'an Madura transforms senior–junior power relations to prevent violence. Data were collected over six months (July–December 2025) through in-depth interviews with 13 purposively selected participants (senior students, junior students, ustadz, and administrators), participant observation, and document analysis. Analysis drew on a combined Foucault–Weber–Bourdieu framework to trace simultaneous shifts in power modality, authority legitimacy, and dispositional foundations. The institution operationalized a hybrid model retaining the structural position of seniority while reorienting its operative logic from coercive discipline to moral and spiritual exemplarity through five integrated mechanisms: faith-based compliance, moral-leadership redefinition, prophetic pedagogical capacity, home–pesantren alignment, and cross-hierarchical solidarity. Administrators delivered these through an integrated curriculum, leadership formation (daurah), teacher capacity building, parental engagement, and solidarity programming (Ukhuwah Week). Disciplinary records documented a 65.95% reduction in recorded violations across implementation phases (Semester 1: n = 213; Semester 2: n = 64), with coercive incidents declining 43.48%. A pesantren can pursue violence prevention without dismantling its defining traditions. The hybrid model offers a configurational, transferable framework for administrators and policymakers pursuing child-friendly Islamic education, applicable where kiai-centered authority and multi-domain programming capacity are present

A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools Ahmad Hafidz Lubis; Zurqoni Zurqoni; Mufiqur Rahman; Sri Susmiyati; Hamidullah Marazi; Afandi Afandi
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.

A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools Ahmad Hafidz Lubis; Zurqoni Zurqoni; Mufiqur Rahman; Sri Susmiyati; Hamidullah Marazi; Afandi Afandi
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.

Strengthening Islamic Financial Literacy through Islamic Educational Institutions in Indonesia Mufiqur Rahman; Gabriela Guteres; Suryadi
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.03

This study examines the condition of Islamic financial literacy in Indonesia, where literacy levels remain substantially lower than those of conventional finance, despite the country’s status as the world’s largest Muslim-majority nation. Islamic financial education has not yet been systematically integrated into the national education framework. Using a qualitative research design, this study employs thematic analysis of policy documents, in-depth interviews, and selected case studies to explore the structural and socio-cultural factors influencing Islamic financial literacy. The findings reveal several interconnected challenges, including limited curricular integration across educational levels, insufficient instructional resources, minimal engagement from Islamic financial institutions, and the weak involvement of parents in early financial education. Empirical evidence indicates that Islamic financial literacy among high school and university students remains low, with a notable discrepancy between conceptual understanding and actual financial behavior. Pesantren and madrasah have not yet functioned optimally as centers for Islamic financial education and community-based economic empowerment. The study underscores that improving Islamic financial literacy requires not only educational reform but also the alignment of knowledge, institutional support, and everyday financial practices in accordance with Sharia principles.

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