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All Journal IJOIS: Indonesian Journal of Islamic Studies Khazanah Pendidikan Islam
Alfan Nawaziru Zahara
UIN Maulana Malik Ibrahim Malang
Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Islamic Tolerance in Qur'an and Hadith: Implications for Educational Institutions Alfan Nawaziru Zahara; Umi Sumbulah; Fauzan Zenrif
Khazanah Pendidikan Islam Vol. 6 No. 3 (2024): Khazanah Pendidikan Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/kpi.v6i3.43181

Abstract

Tolerance is a core value in Islam that is derived from the Qur'an and Hadith, emphasising social harmony and respect for differences. Verses like QS. Al-Baqarah: 256 and QS. Al-Mumtahanah: 8, as well as the hadiths on human relationships, show that diversity is part of the divine will. However, erroneous or limited interpretations can lead to practices that are contrary to these values. Therefore, a contextual approach is important to maintain the relevance of the teachings of tolerance in Islam in the modern era. Islamic educational institutions have a strategic role in instilling the values of tolerance through the curriculum, education, and cultural practices of the school. This study emphasises the importance of reinterpreting religious teachings to answer contemporary socio-cultural challenges, as well as the integration of tolerance values that combine faith, science, and humanity. However, there are significant challenges in interpreting the postulates of tolerance contextually, such as resistance from textualist groups, the dominance of traditionalist perspectives, and ideological pressure. To answer this challenge, a deep interpretive approach from thinkers such as Quraish Shihab and Amin Abdullah is needed for religious texts to make a positive contribution to pluralistic and peaceful societies. This article bridges the gap between textual and contextual studies of tolerance in Islam. By analysing the Qur'an and Hadith, this study enriches the academic discourse on universal values in Islamic teachings and the importance of education as a means of internalising these values. The article also proposes practical strategies, including curriculum reform and teacher training based on Islamic universal values, to build a tolerant and inclusive generation. Empirically based follow-up studies are recommended to evaluate the effectiveness of the implementation of tolerance values in various types of Islamic educational institutions, both madrasas, Islamic boarding schools, and modern Islamic schools.
Tepa Selira: Toward a Javanese Empathetic Epistemology of Interfaith Knowledge Rofikasari Mutmainah; Alfan Nawaziru Zahara; Lailatul Romadhina; Adib Khairil Musthafa
IJoIS: Indonesian Journal of Islamic Studies Vol. 7 No. 1 (2026): Indonesian Journal of Islamic Studies
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/ijois.1564

Abstract

This article discusses interfaith literacy in Indonesian Islamic education through a decolonial critique of modern religious epistemological framework. Current discussions on religious literacy and interreligious literacy have contributed significantly to shifting religious education beyond doctrinal and essentialist approaches toward more historical, social, and contextual understandings of religion. Yet these frameworks often continue to approach religious difference through liberal-secular categories shaped by Western historical experiences. Consequently, other religions are frequently positioned as objects to be classified, interpreted, and managed rather than as subjects participating in the production of knowledge about themselves. Using library research and a critical conceptual review approach, this article analyzes recent scholarship on religious literacy, interreligious literacy, liberal pluralism, coloniality of knowledge, and Javanese local epistemologies. The study finds that interfaith literacy in Indonesian Islamic education is commonly framed within agendas of religious moderation and counter-radicalization, leading interfaith engagement to function primarily as an instrument of social stability and governance. Against this tendency, the article turns to tepa selira as a Javanese epistemic framework grounded in rasa, reflexivity, representational humility, and attentiveness toward the position of others. Rather than treating tepa selira merely as local wisdom or cultural ethics, the article situates it as a relational mode of knowing capable of rethinking how religious others are approached within Islamic education. Through this perspective, interfaith literacy is reoriented from “knowing about the religious other” toward “knowing with ethical responsibility toward the religious other.” In doing so, the article contributes to broader debates on decolonial education by demonstrating how Indonesian Islamic education can become a site for producing alternative epistemologies from the Global South rather than merely applying Western models of religious literacy.
Co-Authors Adib Khairil Musthafa Lailatul Romadhina M. Fauzan Zenrif Rofikasari Mutmainah Umi Sumbulah