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All Journal Irfani Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Ali Ahmad Yenuri
Universitas Kiai Abdullah Faqih
Education Social Sciences

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COMMUNITY-BASED MODERATE ISLAMIC EDUCATION (AN ETHNOGRAPHIC STUDY IN PULOPANCIKAN VILLAGE, GRESIK) Khodijatul Fatiyah; Ali Ahmad Yenuri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 01 (2025): Volume 11 No. 01 Maret 2025 In Proccess
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i01.5786

Abstract

Pulopancikan Village is known as a harmonious multicultural community, where people from various religious and ethnic backgrounds live side by side with full tolerance. This harmony cannot be separated from the role of moderate Islamic education based on the community. This study aims to describe and analyze how moderate Islamic education contributes to building tolerance in Pulopancikan Village. With a qualitative ethnographic approach, this study explores the values ​​of moderate Islam applied by the community, such as mutual respect, tawassuth (moderation), at-ta'arruf (getting to know each other), at-tasamuh (tolerance), at-ta'awun (cooperation), and at-tawazun (balance). The results of the study indicate that moderate Islamic education in this village is supported by active communication between religious leaders, village heads, and the community, as well as regular meetings to discuss various social issues. These findings strengthen the idea that community-based education can be an effective strategy in building social harmony.
Internalisasi Nilai Musāwah (Kesetaraan) dalam Pembelajaran Pendidikan Agama Islam (PAI) Kelas VII di SMP Giki 1 Surabaya Khoirun Nisa; Ali Ahmad Yenuri
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7724

Abstract

This study aims to comprehensively examine the internalization of the value of Musāwah (equality) in Islamic Religious Education (PAI) for seventh graders at SMP Giki 1 Surabaya, emphasizing the process of internalization of the value of musāwah. A descriptive qualitative approach was used to collect data through in-depth interviews with the principal, vice principal for curriculum, PAI teachers, and Muslim and non-Muslim students, supplemented by direct observation of the dynamics of the school environment. The results show that the internalization of the value of musāwah occurs through three main stages: value transformation through material delivery, value transactions through dialogue and group discussions, and transinternalization through teacher role models and habituation in inclusive school policies. The school consistently applies the principle of non-discrimination, provides equal participation space, and assesses not only academic achievement but also students' social attitudes. These findings indicate that the value of equality does not stop at the conceptual level, but grows into a dynamic school culture, reflected in mutual respect, interfaith cooperation, and minimal conflict based on differences. Thus, the internalization of the value of Musawah in Islamic Religious Education (PAI) learning has proven effective in shaping students' character to be tolerant, inclusive, and able to live harmoniously in diversity.
Co-Authors Khodijatul Fatiyah Khoirun Nisa