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All Journal Journal Analytica Islamica Buletin Ilmiah Nagari Membangun
Astuti Purwasari
Universitas Satya Terra Bhinneka
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Veterinary Other

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IMPLEMENTASI MODERASI DAN INKLUSIVITAS BERAGAMA BAGI GEN-Z DI SMA BUDDHIS BODHICITTA MEDAN Ernida Marbun; Josua Chariston Simanungkalit; Astuti Purwasari; Muhammad Irfan; Sri Novita Tondang
BULETIN ILMIAH NAGARI MEMBANGUN Vol. 8 No. 1 (2025)
Publisher : LPPM (Institute for Research and Community Services) Universitas Andalas Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/bina.v8i1.752

Abstract

The purpose of this activity is to strengthen the values of religious moderation and inclusivity among young generations, particularly students of SMA Buddhis Bodhicitta Medan, to become tolerant, open-minded individuals who appreciate diversity in a multicultural society. This activity responds to the need for character education that not only focuses on academic aspects but also develops social attitudes and humanitarian values essential for living together peacefully and harmoniously. The methods used involve an interactive and participatory approach through group discussions, interfaith guest lectures, role-playing simulations, and guided reflection sessions. This approach provides space for students to internalize experiences and values of tolerance and respect for differences in daily life. The results showed a significant increase in students’ awareness and openness toward religious and cultural differences, reflected in their active participation and reflective responses. The program also successfully created a more inclusive school climate, built safe and constructive dialogue spaces, and encouraged collaboration among students that strengthened solidarity and mutual respect. In conclusion, this structured and reflective character education program effectively shapes a young generation that upholds the values of tolerance, inclusivity, and peace. This model has great potential to be replicated in various educational institutions as a strategic effort to strengthen interreligious harmony and maintain national unity in pluralistic Indonesia.
From Taqlid to Inclusion: The Transformation of Islamic Education During the Islamic Renewal in Egypt Muhammad Irfan; Astuti Purwasari
Journal Analytica Islamica Vol 14, No 2 (2025): ANALYTICA ISLAMICA
Publisher : Program Pascasarjana UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/jai.v14i2.25039

Abstract

The transformation of Islamic educational thought during the Islamic Renewal (tajdid) period in Egypt (19th to early 20th century) was an intellectual response to Western modernity, colonialism, and the scholarly stagnation plaguing the Islamic world. This research focuses on the shift from a taqlid paradigm towards an inclusive approach. It employs a qualitative approach with historical-descriptive analysis of primary and secondary texts and documents to trace how reformist thinkers, such as Muhammad Abduh and Rashid Rida, criticized intellectual stagnation and called for a more contextual and adaptive reinterpretation of Islamic teachings. The analysis in this study explains that the renewal movement not only reformed the curriculum of Islamic education-by integrating religious sciences and modern science-but also introduced values of inclusivity. These transformative efforts included the diversification of disciplines taught, the introduction of more dialogical and critical teaching methods, and the integration of modern values such as rationality, tolerance, gender equality, acceptance of intellectual plurality, and interfaith dialogue. Nevertheless, this process was not without resistance and internal debates. The shift towards inclusivity in Egyptian Islamic education, marked by efforts to open up to new ideas and involve diverse perspectives, represents a reconstruction of Islamic epistemology relevant to modernity, and simultaneously a significant evolution in facing constantly changing social and intellectual dynamics. This article concludes that the legacy of Islamic educational thought during the renewal period in Egypt offers a transformative model for the development of contemporary Islamic education that balances tradition and progress. This transformation is not just about curriculum changes, but also about reconceptualizing the role of Islamic education in shaping a more progressive and open society.
Co-Authors Ernida Marbun Josua Chariston Simanungkalit Muhammad Irfan Sri Novita Tondang