Al-Islam and Kemuhammadiyahan Learning Based on Religious Moderation in Multicultural Campus
Abstract
This research explores the application of Al-Islam and Kemuhamadiyahan learning based on religious moderation. This research uses a qualitative approach with a case study type of research. Data collection by observing, interviewing and documenting. Data analysis using the interactive model popularized by Miles and Huberman includes data condensation, presenting data and drawing conclusions. Testing the validity of the data using triangulation techniques: time triangulation, source triangulation, method triangulation, and investigator triangulation. So, this research found that implementing Al-Islam and Muhammadiyah learning was based on religious moderation. The results of this research are that implementing AI-Islam and Kemuhamadiyahan learning based on religious moderation is generally carried out with two types of knowledge, namely learning in and outside the classroom. Classroom learning by implementing AIK education guidelines at PTMA and AIK Multicultural. Meanwhile, activities outside the school are integrated with campus activities, namely Matras, Muhammadiyah Student Association (IMM), Tapak Suci (TS), Christian Student Association (PMK), seminars, field studies, mabit activities and seminars. The AI-Islam and Kemuhamadiyahan learning model based on religious moderation is one form of operationalization of the ultimate goal of Islamic education, namely empowering humans.
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References
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[23] Layn, M. R., Setyo, A. A., & Musaad, F. (2022). Analisis Hasil Belajar dan Respon Mahasiswa Terhadap Pembelajaran Matematika secara Blended Learning Saat Pandemi Covid-19. Jurnal Cendekia?: Jurnal Pendidikan Matematika, 6(1), 215–222. https://doi.org/10.31004/cendekia.v6i1.1100
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[26] Mutiara, K. E. (2017). Menanamkan Toleransi Multi Agama sebagai Payung Anti Radikalisme: Studi Kasus Komunitas Lintas Agama dan Kepercayaan di Pantura Tali Akrab. Fikrah, 4(2), 293. https://doi.org/10.21043/fikrah.v4i2.2083
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[32] Rasid, R., Djafar, H., & Santoso, B. (2021). Alfred Schutz’s Perspective in Phenomenology Approach: Concepts, Characteristics, Methods and Examples. International Journal of Educational Research & Social Sciences, 2(1), 190–201. https://doi.org/10.51601/ijersc.v2i1.18
[33] Sa’adi. (2021). Countering Islamophobia in Portugal, Indonesian Muslim Expatriates’ experience. Indonesian Journal of Islam and Muslim Societies, 11(1), 29–53. https://doi.org/10.18326/ijims.v11i1.29-53
[34] Saada, N., & Magadlah, H. (2021). The meanings and possible implications of critical Islamic religious education. British Journal of Religious Education, 43(2), 206–217. https://doi.org/10.1080/01416200.2020.1785844
[35] Santoso, M., & Khisbiyah, Y. (2021). Islam-based peace education: values, program, reflection and implication. Indonesian Journal of Islam and Muslim Societies, 11(1), 185–207. https://doi.org/10.18326/ijims.v11i1.185-207
[36] Sutomo, I., & Budiharjo, B. (2021). The rejection of religious nationalism towards the secular state and the Islamic caliphate: Indonesian religious figures perspective. Indonesian Journal of Islam and Muslim Societies, 11(1), 115–137. https://doi.org/10.18326/ijims.v11i1.115-137
[37] Sutrisno, E. (2019). Aktualisasi Moderasi Beragama di Lembaga Pendidikan. Jurnal Bimas Islam, 12(2), 323–348. https://doi.org/10.37302/jbi.v12i2.113
[38] Syam, N., & Nawawi, N. (2019). Islam Nusantara Berkemajuan sebagai Basis Moderasi Islam di Indonesia. ISLAMICA: Jurnal Studi Keislaman, 13(2), 236–255. https://doi.org/10.15642/islamica.2019.13.2.303-322
[39] Ulinnuha, M., & Nafisah, M. (2020). Moderasi Beragama Perspektif Hasbi Ash- Shiddieqy, Hamka, dan Quraish Shihab: Kajian atas Tafsir an-Nur, al-Azhar, dan al-Mishbah. ?U?UF: Jurnal Pengkajian Al-Qur’an Dan Budaya, 13(1), 55–76. https://doi.org/10.22548/shf.v13i1.519
[40] Warsah, I., Masduki, Y., Imron, I., Daheri, M., & Morganna, R. (2019). Muslim Minority in Yogyakarta: Between Social Relationship and Religious Motivation. Qudus International Journal of Islamic Studies (QIJIS), 7(2), 367–396. https://doi.org/10.21043/qijis.v7i2.6873
[41] Wibowo, A. (2019). Kampanye Moderasi Beragama di Facebook: Bentuk dan Strategi Pesan. Edugama: Jurnal Kependidikan Dan Sosial Keagamaan, 5(2), 85–103. https://doi.org/10.32923/edugama.v5i2.971
[42] Wijaya, A., Suwendi, & Syamsuddin, S. (2021). Observing Islam With Ethics: From Hatred Theology to Religious Ethics. Qudus International Journal of Islamic Studies (QIJIS), 9(1), 175–208. https://doi.org/10.21043/qijis.v9i1.9538
[43] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). Qudus International Journal of Islamic Studies (QIJIS), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
[2] Anwar, C. (2018). Islam Dan Kebhinekaan di Indonesia: Peran Agama Dalam Merawat Perbedaan. Zawiyah: Jurnal Pemikiran Islam, 4(2), 1. https://doi.org/10.31332/zjpi.v4i2.1074
[3] Anwar, R. N., & Muhayati, S. (2021). Upaya Membangun Sikap Moderasi Beragama Melalui Pendidikan Agama Islam Pada Mahasiswa Perguruan Tinggi Umum. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 12(1), 1–15. https://doi.org/10.24042/atjpi.v12i1.7717
[4] Arifin, S. (2015). Rekonstruksi Al-Islam Kemuhammadiyahan Perguruan Tinggi Muhammadiyah Sebagai Praktis Pendidikan Nilai. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 13(2), 201–221. https://doi.org/10.32729/edukasi.v13i2.239
[5] Arini, A., & Umami, H. (2019). Pengembangan Pembelajaran Pendidikan Agama Islam melalui Pembelajaran Konstruktivistik dan Sosiokultural. Indonesian Journal of Islamic Education Studies (IJIES), 2(2), 104–114. https://doi.org/10.33367/ijies.v2i2.845
[6] Aziz, A. (2020). Akar Moderasi Beragama di Pesantren (Studi Kasus di Ma’had Aly Sukorejo Situbondo dalam Terbentuknya Nilai-Nilai Moderasi Beragama). Ar-Risalah: Media Keislaman, Pendidikan Dan Hukum Islam, 18(1), 142. https://doi.org/10.29062/arrisalah.v18i1.348
[7] Aziz, E., Dzofir, M., & Widodo, A. (2020). The Acculturation of Islam and Customary Law: an Experience of Minangkabau, Indonesia. QIJIS (Qudus International Journal of Islamic Studies), 8(1), 131. https://doi.org/10.21043/qijis.v8i1.7197
[8] Chen, J., Lin, T.-J., Wilkinson, I. A. G., Ha, S. Y., & Paul, N. (2023). Linkages between cognitive and social dialogue patterns during collaborative small-group discussions. Learning and Instruction, 87(May), 101795. https://doi.org/10.1016/j.learninstruc.2023.101795
[9] de Graaf, B., & van den Bos, K. (2021). Religious radicalization: social appraisals and finding radical redemption in extreme beliefs. Current Opinion in Psychology, 40(1), 56–60. https://doi.org/10.1016/j.copsyc.2020.08.028
[10] Dodi, L., Huda, M., & Sufirmansyah, S. (2021). Grounding the Vision of Religious Moderation as a Strategic Step in Preparing the Next Generation of the Nation towards Global Era. https://doi.org/10.4108/eai.27-10-2020.2304176
[11] Dwijayanto, A., & Rohmatulloh, D. M. (2018). Ponorogo, the Little Java: Potret Kebudayaan Dan Keberagamaan Masyarakat Muslim Ponorogo Abad XX. Al-Adabiya: Jurnal Kebudayaan Dan Keagamaan, 13(1), 1–31. https://doi.org/10.37680/adabiya.v13i01.2
[12] Ebrahimi, M., Yasin, Z., & Ismail, R. (2021). Middle East & African Student (MEAS) Perceptions of Islam and Islamic Moderation: A Case Study. Indonesian Journal of Islam and Muslim Societies, 11(1), 55–80. https://doi.org/10.18326/ijims.v11i1.55-80
[13] Fanreza, R. (2019). The Formation of Students’ Akhlakul Karimah and Al-Islam and Muhammadiyah Studies at The Muhammadiyah University of Sumatera Utara. Proceedings of the 6th International Conference on Community Development (ICCD 2019), 455–457. https://doi.org/10.2991/iccd-19.2019.119
[14] Ghafar, M. (2022). Development of Religious Activities Through Cultural Transformation in Hindu-Muslim Multicultural Educational Institutions. Al-Hayat: Journal of Islamic Education, 6(1), 253–264. https://doi.org/10.35723/ajie.v6i1.364
[15] Haryani, E. (2020). Pendidikan Moderasi Beragama Untuk Generasi Milenia: Studi Kasus “Lone Wolf” Pada Anak di Medan. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 18(2), 145–158. https://doi.org/10.32729/edukasi.v18i2.710
[16] Hefni, W. (2020). Moderasi Beragama dalam Ruang Digital: Studi Pengarusutamaan Moderasi Beragama di Perguruan Tinggi Keagamaan Islam Negeri. Jurnal Bimas Islam, 13(1), 1–22. https://doi.org/10.37302/jbi.v13i1.182
[17] Ibrahim, A. S. (2018). Changing of the guards: Politico-religious authority and islamic education in Mogadishu. Somalia. Islamic Africa, 9(2), 133–162. https://doi.org/10.1163/21540993-00902001
[18] Izzah, I. (2018). Peran Pendidikan Agama Islam Dalam Membentuk Masyarakat Madani. Pedagogik?: Jurnal Pendidikan, 5(1), 50–68. https://doi.org/10.33650/pjp.v5i1.219
[19] Jaya, W. S. (2022). Kinerja Guru Ditinjau dari Gaya Kepemimpinan Kepala Sekolah dan Motivasi Kerja. Jurnal Obsesi, 6(3), 1286–1294. https://doi.org/10.31004/obsesi.v6i3.1738
[20] Joshanloo, M., Weijers, D., & Bond, M. (2021). Cultural religiosity moderates the relationship between perceived societal injustice and satisfaction with one’s life. Personality and Individual Differences, 17(3), 110891. https://doi.org/10.1016/j.paid.2021.110891
[21] Kholiq, A. (2017). Pendidikan Agama Islam Dalam Kebudayaan Masyarakat Kalang. At-Taqaddum, 7(2), 327. https://doi.org/10.21580/at.v7i2.1210
[22] Kyun, J., Chung, K., Ryu, S., & Han, A. (2015). Multicultural Education in a Korean Early Childhood Classroom: Based on the Educational Community Perspective. Procedia - Social and Behavioral Sciences, 174, 2036–2039. https://doi.org/10.1016/j.sbspro.2015.01.873
[23] Layn, M. R., Setyo, A. A., & Musaad, F. (2022). Analisis Hasil Belajar dan Respon Mahasiswa Terhadap Pembelajaran Matematika secara Blended Learning Saat Pandemi Covid-19. Jurnal Cendekia?: Jurnal Pendidikan Matematika, 6(1), 215–222. https://doi.org/10.31004/cendekia.v6i1.1100
[24] Machouche, S., & Bensaid, B. (2021). An Islamic Spiritual Alternative to Addiction Treatment and Recovery. Al-Jami’ah: Journal of Islamic Studies, 59(1), 127–162. https://doi.org/10.14421/ajis.2021.591.127-162
[25] Mu’min, M. (2016). Pendidikan Islam Multikultural Dalam Perspektif Filosofis. Fenomena, 8(1), 73–89. https://doi.org/10.21093/fj.v8i1.487
[26] Mutiara, K. E. (2017). Menanamkan Toleransi Multi Agama sebagai Payung Anti Radikalisme: Studi Kasus Komunitas Lintas Agama dan Kepercayaan di Pantura Tali Akrab. Fikrah, 4(2), 293. https://doi.org/10.21043/fikrah.v4i2.2083
[27] Nashir, H. (2015). Understanding the ideology of Muhammadiyah. Muhammadiyah University Press.
[28] Nasir, M. (2019). Revisiting the Javanese Muslim Slametan: Islam, Local Tradition, Honor and Symbolic Communication. Al-Jami’ah: Journal of Islamic Studies, 57(2), 329–358. https://doi.org/10.14421/ajis.2019.572.329-358
[29] Paul-Binyamin, I., & Haj-Yehia, K. (2019). Multicultural education in teacher education Shared experience and awareness of power relations as a prerequisite for conflictual identities dialogue in Israel. Teaching and Teacher Education, 85(3), 249–259. https://doi.org/10.1016/j.tate.2019.06.021
[30] Prasojo, Z., Elmansyah, E., & Masri, M. (2019). Moderate Islam and the Social Construction of Multi-Ethnic Communities. Indonesian Journal of Islam and Muslim Societies, 9(2), 217–239. https://doi.org/10.18326/ijims.v9i2.217-239
[31] Purwanto, Y., Qowaid, Q., Ma’rifataini, L., & Fauzi, R. (2019). Internalisasi Nilai Moderasi melalui Pendidikan Agama Islam di Perguruan Tinggi Umum. Edukasi, 17(2). https://doi.org/10.32729/edukasi.v17i2.605
[32] Rasid, R., Djafar, H., & Santoso, B. (2021). Alfred Schutz’s Perspective in Phenomenology Approach: Concepts, Characteristics, Methods and Examples. International Journal of Educational Research & Social Sciences, 2(1), 190–201. https://doi.org/10.51601/ijersc.v2i1.18
[33] Sa’adi. (2021). Countering Islamophobia in Portugal, Indonesian Muslim Expatriates’ experience. Indonesian Journal of Islam and Muslim Societies, 11(1), 29–53. https://doi.org/10.18326/ijims.v11i1.29-53
[34] Saada, N., & Magadlah, H. (2021). The meanings and possible implications of critical Islamic religious education. British Journal of Religious Education, 43(2), 206–217. https://doi.org/10.1080/01416200.2020.1785844
[35] Santoso, M., & Khisbiyah, Y. (2021). Islam-based peace education: values, program, reflection and implication. Indonesian Journal of Islam and Muslim Societies, 11(1), 185–207. https://doi.org/10.18326/ijims.v11i1.185-207
[36] Sutomo, I., & Budiharjo, B. (2021). The rejection of religious nationalism towards the secular state and the Islamic caliphate: Indonesian religious figures perspective. Indonesian Journal of Islam and Muslim Societies, 11(1), 115–137. https://doi.org/10.18326/ijims.v11i1.115-137
[37] Sutrisno, E. (2019). Aktualisasi Moderasi Beragama di Lembaga Pendidikan. Jurnal Bimas Islam, 12(2), 323–348. https://doi.org/10.37302/jbi.v12i2.113
[38] Syam, N., & Nawawi, N. (2019). Islam Nusantara Berkemajuan sebagai Basis Moderasi Islam di Indonesia. ISLAMICA: Jurnal Studi Keislaman, 13(2), 236–255. https://doi.org/10.15642/islamica.2019.13.2.303-322
[39] Ulinnuha, M., & Nafisah, M. (2020). Moderasi Beragama Perspektif Hasbi Ash- Shiddieqy, Hamka, dan Quraish Shihab: Kajian atas Tafsir an-Nur, al-Azhar, dan al-Mishbah. ?U?UF: Jurnal Pengkajian Al-Qur’an Dan Budaya, 13(1), 55–76. https://doi.org/10.22548/shf.v13i1.519
[40] Warsah, I., Masduki, Y., Imron, I., Daheri, M., & Morganna, R. (2019). Muslim Minority in Yogyakarta: Between Social Relationship and Religious Motivation. Qudus International Journal of Islamic Studies (QIJIS), 7(2), 367–396. https://doi.org/10.21043/qijis.v7i2.6873
[41] Wibowo, A. (2019). Kampanye Moderasi Beragama di Facebook: Bentuk dan Strategi Pesan. Edugama: Jurnal Kependidikan Dan Sosial Keagamaan, 5(2), 85–103. https://doi.org/10.32923/edugama.v5i2.971
[42] Wijaya, A., Suwendi, & Syamsuddin, S. (2021). Observing Islam With Ethics: From Hatred Theology to Religious Ethics. Qudus International Journal of Islamic Studies (QIJIS), 9(1), 175–208. https://doi.org/10.21043/qijis.v9i1.9538
[43] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). Qudus International Journal of Islamic Studies (QIJIS), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
Published
2024-01-13
How to Cite
SANTOSO, Budi et al.
Al-Islam and Kemuhammadiyahan Learning Based on Religious Moderation in Multicultural Campus.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 1, p. 137-146, jan. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/432>. Date accessed: 18 jan. 2025.
doi: https://doi.org/10.35723/ajie.v8i1.432.
Section
Islamic Education Local Wisdom-Based
This work is licensed under a Creative Commons Attribution 4.0 International License.
