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All Journal International Journal of Islamic Educational Psychology Jurnal Fuaduna: Jurnal Kajian Keagamaan dan Kemasyarakatan
Almedy, Taufik Hidayat
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Religious Tolerance as a Lived Experience: A Phenomenological Study of Adolescents' Interfaith Engagement in Rural Indonesia Almedy, Taufik Hidayat
Jurnal Fuaduna : Jurnal Kajian Keagamaan dan Kemasyarakatan Vol. 9 No. 1 (2025): June 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/fuaduna.v9i1.9596

Abstract

This study examines how adolescents in Kalurahan Watusigar, a village in Yogyakarta, Indonesia known for its longstanding religious diversity, understand and practice religious tolerance in their daily lives. In this community, Muslims, Christians, and adherents of other faiths have coexisted for generations, making it a significant setting to explore interfaith experiences among adolescents in a rural plural context. Using a phenomenological approach with Interpretative Phenomenological Analysis (IPA), semi-structured interviews were conducted with three adolescents aged 15–18 who actively engage in interfaith interactions. The analysis identified six superordinate themes: (1) diversity as a lived social reality, (2) tolerance and appreciation of differences as core values, (3) religious freedom as a personal right, (4) positive interfaith social interaction, (5) cultural participation and empathy toward other traditions, and (6) collaboration across religious boundaries. A unique theme highlighted the affective and participatory dimension of tolerance. The findings demonstrate that in Watusigar, adolescent religious tolerance is not merely a normative ideal but an embodied and internalized social practice. By situating the lived experiences of youth within a plural rural setting, this study contributes to global discussions on adolescence, interfaith engagement, and peacebuilding. It also underscores the significance of character education grounded in religious moderation for fostering inclusive and harmonious interfaith relations.
The PERMA+I Model as an Islamic Values-Based Positive Education Framework: An Ethnographic Study at Edufic Alhail, Hadi; Fathiyah, Kartika Nur; Juliati, Ade Putri; Pertiwi, Sekar Ayu Fajar; Hayundaka, Anandam; Muhladin, Hildan; Almedy, Taufik Hidayat
International Journal of Islamic Educational Psychology Vol. 6 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i2.28769

Abstract

This study explores how the concept of positive education is perceived and implemented by leaders and teaching staff at the non-formal educational institution Edufic. Positive education integrates the principles of positive psychology into the learning process to enhance students’ well-being, learning motivation, and academic achievement. Using a qualitative ethnographic design, data were collected through in-depth interviews and participatory observation and then analyzed using Spradley’s model, which includes semantic, domain, taxonomic, componential, and thematic analyses. Data validity was ensured through triangulation until saturation was reached. The findings revealed that positive education at Edufic is designed to develop Islamic literacy through the integration of the UK and Al-Azhar curricula, with a focus on promoting positive emotions. The concept is perceived through six main sub-domains: (1) happiness, love of learning, optimism, flow, and enthusiasm; (2) curiosity and interest; (3) support, empathy, acceptance, and appreciation; (4) purposeful and systematic behavior; (5) productivity, motivation, and success; and (6) monotheism and piety. The integration of Islamic values expands the meaning of each PERMA+I domain—Positive Emotion, Engagement, Relationship, Meaning, Accomplishment, and Islamic Value through concepts such as tawhid, akhlaq, and worship. Overall, Edufic’s system does not adopt a secular view that separates knowledge from religion; rather, it integrates Islamic values as the essence of faith and moral beauty within the PERMA model. Thus, the adaptation of the PERMA+I model bridges Western positive psychology with Islamic spirituality, creating a holistic, contextual, and transcendental framework for positive education in non-formal settings.
Co-Authors Alhail, Hadi Hayundaka, Anandam Juliati, Ade Putri Kartika Nur Fathiyah Muhladin, Hildan Pertiwi, Sekar Ayu Fajar