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All Journal Ta'dibuna: Jurnal Pendidikan Islam SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme JOURNAL SCIENTIFIC OF MANDALIKA (JSM)
Raharjo, Sudi
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Humanities Education Languange, Linguistic, Communication & Media Other

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Kurikulum pendidikan Islam untuk membentuk masyarakat khairu ummah Raharjo, Sudi; Hafidhuddin, Didin; Husaini, Adian; Tamam, Abas Masur; Syafri, Ulul Amri
TA`DIBUNA Vol 13 No 5 (2024)
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v13i5.17334

Abstract

Khairu Ummah is a description of the best model of society that is worthy of being emulated according to the Qur'an. The purpose of this study is to examine the concept of Khairu Ummah in the Islamic education curriculum. The analysis method used is qualitative content analysis. The results of this study are: the formation of a Khairu Ummah society, namely a superior society that is able to uphold amar ma'ruf nahi munkar and believe in Allah SWT. It begins with preparing an Islamic education curriculum for the community. It begins with determining the objectives of the Islamic curriculum to realize Khairu Ummah. The next step is to implement what has become a work program, including 1) Implementing an integrated learning program in the community, 2) The learning process involves more kiyai, ulama, ustad and community leaders because the process is more about exemplary behavior, 3) Evaluation or assessment from other parties. From the continuous process and evaluation, it is hoped that an example of a superior and competent Khairu Ummah society can be realized. AbstrakKhairu Ummah merupakan deskripsi model masyarakat terbaik yang patut dicontoh sesuai dengan al-Qur’an. Tujuan penelitian ini adalah mengkaji konsep Khairu Ummah pada kurikulum pendidikan Islam. Metode analisis digunakan adalah kualitatif content analysis. Hasil penelitian ini adalah: terbentuknya Masyarakat Khairu Ummah yaitu masyarakat unggul yang mampu menegakkan amar ma’ruf nahi munkar dan beriman kepada Allah SWT Adapun hal itu dimulai dengan menyiapkan kurikulum pendidikan Islam untuk masyarakat. Diawali dengan menentukan tujuan kurikulum pendidikan Islam untuk mewujudkan Khairu Ummah. Berikutnya adalah melaksanakan apa yang sudah menjadi program kerjanya, antara lain 1) Melaksanakan program pembelajaran pada masyarakat secara integratif, 2) Proses pembelajaran lebih banyak melibatkan kyai,ulama, ustad dan tokoh masyarakat karena prosesnya lebih banyak pada keteladanan, 3) Evaluasi atau penilaian dari pihak lain. Dari proses dan evaluasi yang berkesinambungan tersebut, diharapkan dapat terwujud contoh masyarakat Khairu Ummah yang unggul dan kompeten.
Internalisasi Nilai Moderasi dalam Proses Pembelajaran Pendidikan Agama Islam di Perguruan Tinggi Umum Raharjo, Sudi; Miftahuddin; Lopo, Ferdinan Leonadus
Journal Scientific of Mandalika (JSM) e-ISSN 2745-5955 | p-ISSN 2809-0543 Vol. 6 No. 4 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/10.36312/vol6iss4pp866-876

Abstract

The internalization of moderation values in the teaching of Islamic Religious Education (PAI) at public universities is a strategic effort to cultivate young generations with an inclusive, tolerant, and adaptive Islamic perspective in response to global dynamics. This study aims to analyze the approaches used to internalize moderation values in PAI learning processes, focusing on how these values can be effectively integrated into curricula and learning activities. The research employs a qualitative method with a literature review and library research approach, referencing various sources such as scientific journals, books, policy documents, and previous research reports. The findings reveal that the internalization of moderation values in PAI teaching can be achieved through an integrative approach, where values such as tolerance, justice, and harmony are incorporated into teaching materials, learning methods, and assessment processes. Additionally, the use of discussion methods, case studies, and project-based learning on moderation values has proven effective in fostering understanding and moderate attitudes among students. However, challenges include resistance from some groups who do not fully comprehend the importance of moderation, insufficient training for lecturers, and limited literature supporting the application of moderation values in local contexts. This study recommends that public universities enhance lecturer training, develop moderation-based teaching modules, and encourage collaboration with various stakeholders to support the successful internalization of moderation values in PAI teaching. With this approach, universities are expected to produce graduates who not only possess academic competence but also contribute to building a harmonious and tolerant society.
Inclusive Pedagogical Strategies of Islamic Religious Education Teachers in Instilling Multicultural Values Among Students Adibah, Ida Zahara; Muyasaroh, Muyasaroh; Adnan, Mohammad; Raharjo, Sudi; D. Rimbe, Aris; Ismail, Diauddin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7842

Abstract

This study aims to analyze the inclusive pedagogical strategies employed by Islamic Education (PAI) teachers to instill multicultural values among students at SMA Negeri 2 Ungaran, Semarang Regency. Using a qualitative case-study design, data were collected from the school principal and five PAI teachers through classroom observations, semi-structured interviews, and document analysis (lesson plans, syllabi, and school records). Data were processed using thematic analysis with iterative reduction, display, and conclusion drawing, supported by source and technique triangulation to ensure trustworthiness. The results indicate that teachers enact a constellation of inclusive strategies, interactive discussions, contextual case analyses, heterogeneous group work, project/value-based tasks, and explicit role modeling, while positioning themselves as facilitators, mediators, and moral exemplars in diverse classrooms. Enabling conditions include a school culture that affirms difference, strong principal support, and active student participation; constraints involve limited instructional time, uneven prior religious knowledge, occasional student resistance, and scarcity of contextually rich learning materials. Student responses are broadly positive, marked by higher participation, increased empathy, and improved cross-background collaboration, suggesting early prejudice reduction. Overall, the strategies are effective yet variably implemented across teachers and bounded by institutional constraints, indicating the need for sustained support to consolidate outcomes.
Co-Authors Adian Husaini D. Rimbe, Aris Didin Hafidhuddin MS Ferdinan Leonadus Lopo Ida Zahara Adibah, Ida Zahara Ismail, Diauddin Miftahuddin Mohammad Adnan Muyasaroh Syafri, Ulul Amri Tamam, Abas Masur