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INDONESIA
EDU RILIGIA: Journal of Islamic and Religious Education
Published by Universitas Islam Sumatera Utara
ISSN : 25977377     EISSN : 25810251     DOI : http://dx.doi.org/10.47006
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
EDU RILIGIA: Journal of Islamic and Religious Education sciences formed in year 2017 with E-ISSN 2581-0251 with DECREE No. 0005.25810251/JI. 3.1/SK. ISSN/2017.07-27 July 2017 and P-ISSN 2597-7377 SK No. 0005.25977377/JI. 3.1/SK. ISSN/2017.09-19 September 2017. The study and judgment done by the experts (peer-reviewed). The journal is affiliated to the UIN graduate of North Sumatera Islamic Education study Program located in Medan. The purpose of this journal is to be a writing platform relating to education, research for students, alumni and other academic civitas related to the scope of this journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 342 Documents
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Implementing Ki Hajar Dewantara’s Trilogy Principles in Early Childhood Islamic Education: An Implementation Study Devi Vionitta Wibowo; Anggil Viyantini Kuswanto
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 2 (2026): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i2.31271

Abstract

This study examines the urgency of Ki Hajar Dewantara’s educational thought combined with Islamic educational values from the perspective of Abdullah Nashih Ulwan. In the context of education, the Trilogy Principles consist of three principles: Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani. This study employed a descriptive qualitative research method using a case study and literature review approach. Data were obtained through observations, interviews, and documentation conducted at PAUDQU An-Nahl, Bina Qur’ani Foundation, Bogor. The findings indicate fundamental and relevant educational values between Ki Hajar Dewantara’s educational thought and Abdullah Nashih Ulwan’s Islamic educational perspective in the implementation of the Trilogy Principles in Islamic education. The implementation of the Trilogy Principles is reflected in the habituation of religious activities that embody character values and noble morals (akhlakul karimah). The methods applied in accordance with the principles of the Trilogy include habituation, supervision, advice, exemplary modeling, and mentoring to support children’s developmental aspects. The conclusion of this study is that the involvement of parents and teachers plays an essential role in instilling religious values in accordance with the Trilogy Principles and Abdullah Nashih Ulwan’s Islamic educational principles, which emphasize the roles of the home, school, and mosque. 
The Ministry of Religious Affairs' Role via Preachers in Strengthening Religious Moderation within a Muslim Community of Diverse Islamic Organizational Affiliations in Ngunut Village Septian Dwi Cahyo; Dzulfikar Akbar Romadlon
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 2 (2026): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i2.31372

Abstract

This study analyzes the strategy of the Ministry of Religious Affairs through a field preacher in strengthening religious moderation in Ngunut Village, Karanganyar. The case concerns intra-Muslim diversity represented by Nahdlatul Ulama, Muhammadiyah, LDII, and MTA rather than interreligious plurality. A qualitative case-study design combined participant observation, semi-structured interviews, and document analysis. The researcher was positioned as a participant-researcher; therefore, personal field experience was treated as reflective data and corroborated with institutional documents, local religious actors, and community accounts. The findings show that the Ministry's moderation mandate was translated through layered coordination involving the district Ministry office, the Religious Affairs Office, religious counselors, the village government, mosque administrators, and Islamic organizations. The preacher worked across mosques, Qur'anic classes, schools, inter-organizational forums, and social services by adapting language, methods, and roles to different audiences. Religious moderation was sustained through recognition of organizational differences, deliberation, rotating leadership in communal worship, accommodation of differences in subsidiary religious practices, and public-oriented social action. Bil-hal practices of the four organizations—education, charity, hospitality, sacrificial-meat distribution, health services, environmental activities, and an open MSME bazaar—provided shared arenas without erasing organizational identity. From an Islamic Religious Education perspective, the process reflects non-formal value education through teaching, exemplary conduct, habituation, dialogue, and social participation. The study concludes that the Ministry did not create moderation from an initially conflictual setting; it strengthened an existing social ecology through an educational, adaptive, collaborative, and integrative strategy

Page 35 of 35 | Total Record : 342

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