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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of Indonesian Progressive Education Referensi Islamika: Jurnal Studi Islam
Abdul Azis
STAI Al-Furqan Makassar
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Relevance of Multicultural Islamic Religious Education with the Culture of Siangga, Sikamali and Siangkaran: Ethnographic Study in Tana Toraja Abdul Muthalib; Muhammad Tang; Abdul Azis
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 5 No. 3 (2025)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v5i3.271

Abstract

This study examines the relevance of multicultural Islamic Religious Education values within the local cultures of Siangga, Sikamali, and Siangkaran in Tana Toraja. It focuses on three key questions: the conceptualization of Islamic education values in these local traditions, the process of integrating multicultural Islamic values through them, and the outcomes of this integration in social life. The research employs a descriptive qualitative method with an ethnographic approach to obtain in-depth and credible data. Data were collected through observation, structured and semi-structured interviews, and documentation, and analyzed using data condensation, data display, and conclusion drawing as proposed by Miles, Huberman, and Saldana. The findings indicate that Siangga, Sikamali, and Siangkaran serve as essential cultural foundations for building social harmony, solidarity, and moral character. Siangga promotes mutual cooperation and togetherness, Sikamali emphasizes empathy, politeness, and collective moral awareness, while Siangkaran highlights sincerity and selfless social concern. These values strongly align with Islamic principles such as ukhuwah (brotherhood), ta’awun (mutual assistance), rahmah (compassion), haya’ (moral modesty), and ikhlas (sincerity). Their integration into contextual and collaborative Islamic education reinforces tolerance, respect for diversity, and multicultural awareness.
Teologi Pembebasan Dan Implikasinya Dalam Pendidikan Islam (Telaah Pemikiran Hassan Hanafi) Adi Haryanto; Abdul Azis; Samsudin
Referensi Islamika: Jurnal Studi Islam Vol. 2 No. 1 (2024): JUNE
Publisher : Academic Bright Collaboration

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Abstract

Pemahaman teologi yang kaku akan melahirkan sikap intoleransi, eksklusif, diskriminatif dan sekuler dalam kehidupan umat islam. Sikap demikian akan mempengaruhi segala aspek kehidupan umat islam, terutama pendidikan islam akan mengalami degradasi dari segi sistem dan kebijakan, sehingga menghasilkan generasi yang kaku dalam pemahaman agama. Untuk itu, umat islam perlu mengkaji dan mendalam hakikat teologi yang sesungguhnya dengan menggunakan metodologi keilmuan yang benar. Tujuan penelitian ini untuk mengkaji kembali pemikiran Hassan Hanafi tentang teologi Islam dan implikasinya dalam pendidikan Islam. Metode yang digunakan dalam penelitian ini menggunakan metode kepustakaan, sumber data yang digunakan diambil dari berbagai literatur yang yang tersedia berupa, buku, jurnal, tesis, skripsi dan internet. Adapun analisis yang digunakan adalah analisis isi. Hasil penelitian menggambarkan bahwa; 1) Hassan Hanafi termasuk tokoh intelektul muslim yang mempunyai pemikiran tentang teologi pembebasan; 2) Analisis bahasa dan analisis realitas, sebagai cara Hassan Hanafi untuk mengkritik teologi klasik; 3) Metode dialektika, fenomenologi dan hermeneutika; 4) Rekontruksi teologi didasarkan pada realitas sosial yang dihadapi umat Islam baik pada masa klasik maupun masa sekarang; 5) Teologi pembebasan dimaksudkan untuk membuka pikiran umat Islam dari pemahaman teoritis ke praktik dan membebaskan umat Islam dari penindasan. Implikasi pemikiran Hassan Hanafi dalam pendidikan islam adalah sebagai berikut; 1) pendidikan islam berbasis pembebasan; 2) pendidikan islam berbasis keterbukaan; 3) dan pendidikan islam berbasis moralitas.
Internalization of Siammasei in Learning Moral Beliefs in Class XI Madrasah Aliyah DDI Padanglampe Pangkep Branch Rasna Rasna; Sampara Palili; Abdul Azis
Journal of Indonesian Progressive Education Vol. 3 No. 1 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i1.164

Abstract

This study aims to analyze the process, strategies, and impact of internalizing Siammasei values in Akidah Akhlak learning among Grade XI students at Madrasah Aliyah DDI Padanglampe, Pangkep Regency. A qualitative approach with a case study design was employed to gain an in-depth understanding of the phenomenon within the madrasa’s social and cultural context. The participants included teachers, students, the madrasa principal, and the vice principal for curriculum affairs. Data were collected through observation, interviews, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation, member checking, and prolonged observation. The findings indicate that the internalization of Siammasei values, including sipakatau (mutual respect), sipakalebbi (mutual appreciation), and sipakainge (mutual reminding), is implemented through contextual learning, habituation, role modeling, and the reinforcement of school culture. The process occurs across cognitive, affective, and psychomotor domains, enabling students to understand and apply these values in their daily lives. The internalization of Siammasei values contributes to character development, strengthens positive social interactions, and fosters a religious and humanistic school culture. Its impact is reflected in students’ moral awareness, commendable behavior, and consistency in practicing ethical values within school, family, and community settings. This study concludes that the internalization of Siammasei values is an effective local wisdom-based strategy for character education and remains highly relevant to the needs of contemporary Islamic education.
Co-Authors Abdul Muthalib Adi Haryanto Muhammad Tang Rasna Rasna Sampara Palili Samsudin Samsudin