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All Journal Jurnal Mu'allim Maharot : Journal of Islamic Education
Arief Sah, Moh.
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Humanities Decision Sciences, Operations Research & Management Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Avoiding Social Discord via Islamic Religious Education Rooted in Multiculturalism Islamic Religious Education Hasra, Ratni; Arief Sah, Moh.; Mashuri, Saefudin; Ubadah, Ubadah
Maharot : Journal of Islamic Education Vol 9, No 1 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i1.2078

Abstract

This study examines the methods used by Islamic Religious Education teachers to instill multicultural values aimed at preventing social conflict among students at SMA Negeri 1 Sigi. Johan Galtung’s conflict resolution theory and Albert Bandura’s social learning theory act as essential analytical frameworks to comprehend social conflict dynamics and the strategic role of IRE teachers. The study employs a qualitative case study method, gathering data via observation, interviews, and documentation. Data analysis employs the interactive model proposed by Miles and Huberman, with validity assured via triangulation of sources, theories, and methods. The results indicate that Islamic education based on multicultural principles and local knowledge can act as an effective tool not only for avoiding social discord but also for promoting a culture of harmony in a diverse society. This includes thoughtful discussions, incorporating religious values into social settings, fostering a fair educational atmosphere, engaging in interfaith and intercultural initiatives to improve positive interactions among groups, collaborative artistic endeavors that convert conflict into collective creativity, role-playing exercises that prepare individuals for peaceful reactions through practice, enhancing critical thinking and empathy, and demonstrating tolerance along with conflict resolution techniques. Educators engage not just in resolving conflicts (peace-making) but also in promoting a lasting culture of tolerance (peace-building) and ensuring order via inclusive regulations (peace-keeping), serving as role models and supporting inclusive settings (reciprocal determinism). This study provides a model for merging Pancasila values with Islamic education on a national scale and supplies a structure for teaching methods that harmonize religious.
CREATIVE ISLAMIC TEACHING: A CPSS AND SOCIAL LEARNING APPROACH: English Nur Intan; Arief Sah, Moh.; Syahid, Ahmad; Gusnarib
Mu'allim Vol 7 No 2 (2025): JULI 2025
Publisher : Fakultas Agama Islam Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/jvne7h94

Abstract

This study examines the teaching creativity of Islamic Religious Education (IRE) teachers at State Senior High School 4 Palu, specifically the teachers’ ability to generate novel ideas that are surprising yet comprehensible, and hold value in various aspects, using the Creative Product Semantic Scale (CPSS) framework and Albert Bandura’s social learning theory. Using a qualitative case study approach, data was collected through participatory observation, in-depth interviews with IRE teachers, the school principal, and document analysis. The data was analyzed interactively and validated through triangulation methods. The findings show that IRE teachers apply three CPSS indicators; novelty through innovative methods such as drill, gallery walk, number heads together, and the use of multimedia in the Tora Yaku and Ulul Albab IRE laboratories; problem-solving with collaborative projects and curriculum adjustments based on student needs; and elaboration and synthesis through the integration of Islamic concepts with real-life contexts. Additionally, institutional support, such as laboratory facilities and technology training, strengthens the teacher’s creative teaching practices. Bandura’s observational learning theory is evident in the modeling of teacher creativity, where students adopt innovative behaviors through observation, retention, and reproduction. Students’ self-efficacy increases through participatory methods like Numbered Heads Together and interactive discussions.
Co-Authors Ahmad Syahid Gusnarib Hasra, Ratni Mashuri, Saefudin Nur Intan Ubadah Ubadah, Ubadah