Actualisation of Inclusive Values Through Religious Education in High Schools
Abstract
This study aims to analyse the actualisation of inclusive values in religious learning and examine how the values of tasamuh, ta'awun, and justice are applied at SMA Karuna Dipa Palu, which has a diversity of ethnicities, cultures, and religions. The main objective is to assess how these values strengthen inclusive religious education and identify opportunities and challenges in their implementation. This study uses a qualitative field study method with a case study approach, collecting data through interviews, observations, and documentation analysis to understand the application of inclusivism values in religious education at Karuna Dipa High School, with data analysis carried out using the Miles and Huberman techniques which include data condensation, data presentation, and concluding. The formal-textual approach in religious learning actualises the values of inclusivity through the opening, core, and closing stages. In the opening stage, teachers from various religions prepare the class and motivate students. In the core stage, the values of openness, tolerance, mutual assistance, and justice are taught through each religion's teachings. In the closing stage, teachers and students summarise necessary materials and give assignments, thus creating solid social solidarity in the school. Karuna Dipa High School faces challenges in developing inclusivism values, such as limited technological resources, visualisation facilities for materials, and limited learning time. In addition, the lack of sustainable religious programs also hinders students' comprehensive understanding of inclusivism. This research implies that inclusivism values in religious education can strengthen social solidarity and inclusivity in diverse schools but requires increased resources, facilities, and sustainable programs for optimal results.
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References
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[23] Rantelangan, Y., Wisadirana, D., Cahwa, A. F., & Prasetyo, B. D. (2023). Discrimination leading to social intolerance in senior high school “case study in Manado, Indonesia.” E3S Web of Conferences, 450, 03001. https://doi.org/10.1051/e3sconf/202345003001
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[37] Xue, B., Wang, Z., Liu, Y., & Song, Y. (2024). Faith in frames: unveiling therapeutic narratives in religion-related cinema through computational analysis. Frontiers in Public Health, 12(2), 88–95. https://doi.org/10.3389/fpubh.2024.1385379
[38] Yazdani, A. (2020). La cultura de la paz y la tolerancia religiosa desde una perspectiva islámica. Veritas, 4(47), 151–168. https://doi.org/10.4067/S0718-92732020000300151
[39] Zulfatmi, Z. (2023). Learning the Values of Religious Moderation in Madrasah Aliyah: Model Analysis. Jurnal Ilmiah Peuradeun, 11(2), 551. https://doi.org/10.26811/peuradeun.v11i2.1006
[2] Al Amin, N. U., Taufik, E. T., Mufidatunrofiah, S., & Ahmad Rifai, I. (2020). Kejawen, Multiculturalism, and Principles of the Qur’an: Transformation and Resupposition of QS. al-Kafirun (109): 6 in Urip Sejati Community of Yogyakarta. ESENSIA: Jurnal Ilmu-Ilmu Ushuluddin, 21(1), 71–90. https://doi.org/10.14421/esensia.v21i1.2195
[3] Anwar, S. (2016). Tolerance Education Through Islamic Religious Education in Indonesia. Proceedings of the 1st UPI International Conference on Sociology Education (UPI ICSE 2015), 438–442. https://doi.org/10.2991/icse-15.2016.95
[4] Corcoran, S. L., & Kaneva, D. (2023). Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya. International Journal of Inclusive Education, 27(11), 1239–1256. https://doi.org/10.1080/13603116.2021.1886348
[5] Desnitskaya, E. A. (2022). Inclusivism, Perspectivism and Pluralistic Tendencies in the History of Indian Culture. RUDN Journal of Philosophy, 26(2), 342–352. https://doi.org/10.22363/2313-2302-2022-26-2-342-352
[6] Fauzan, R., Nashar, N., & Nurhasanah, A. (2021). Quo Vadis History Textbook (Internalization of Multicultural Values and Nationalism in High School History Subject). IOP Conference Series: Earth and Environmental Science, 747(1), 012042. https://doi.org/10.1088/1755-1315/747/1/012042
[7] Hajisoteriou, C., Karousiou, C., & Angelides, P. (2024). Children’s voices on marginalisation and inclusion: lessons to be learned from two decades of research in Cyprus. International Journal of Inclusive Education, 28(8), 1591–1615. https://doi.org/10.1080/13603116.2021.2008534
[8] Halomoan, I. S., Moeis, I., & Yakubu, A. (2023). An Overview of the Strength of Implementing Democratic Values in an Islamic Boarding School Atmosphere. Nazhruna: Jurnal Pendidikan Islam, 6(2), 190–206. https://doi.org/10.31538/nzh.v6i2.2865
[9] Handayani, D. A. P., Wirabrata, D. G. F., & Ambara, D. P. (2021). Accept, Respect, or Appreciate Diversity? International Conference on Technology and Educational Science, 237–242. https://doi.org/10.2991/assehr.k.210407.245
[10] Hayadin, H., Mastiyah, I., Muntafa, F., & Zada, H. (2019). INCLUSIVISM OF RELIGIOUS EDUCATION TEACHERS IN INDONESIA. Analisa: Journal of Social Science and Religion, 4(01), 119–140. https://doi.org/10.18784/analisa.v4i01.791
[11] Huda, M. (2024). Strengthening Religious Moderation Through the Core Values of Islamic Boarding School Education. Al-Hayat: Journal of Islamic Education, 8(1), 59. https://doi.org/10.35723/ajie.v8i1.458
[12] Husni, H., & Bisri, H. (2024). Inclusivism and exclusivism: Responses of prospective Islamic religious teachers towards Islamic sects. HTS Teologiese Studies / Theological Studies, 80(1). https://doi.org/10.4102/hts.v80i1.9361
[13] Indriyani Ma’rifah, & Sibawaihi. (2023). Institutionalization of Multicultural Values in Religious Education in Inclusive Schools, Indonesia. Jurnal Pendidikan Agama Islam, 20(2), 247–260. https://doi.org/10.14421/jpai.v20i2.8336
[14] Levinson, M., Geron, T., & Brighouse, H. (2022). Conceptions of Educational Equity. AERA Open, 8(1), 1–12. https://doi.org/10.1177/23328584221121344
[15] Madhesh, A. (2024). Examining contributing factors for the implementation of inclusion students with disabilities from the perspective of university academics in Saudi Arabia. Research in Developmental Disabilities, 149(1), 104743. https://doi.org/10.1016/j.ridd.2024.104743
[16] Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Third Edition. SAGE Publications.
[17] Mokotso, R. I. (2022). Redefining Inclusive Religion Education in Lesotho Schools: A Colonial Discourse Analysis. Scriptura, 121(1). https://doi.org/10.7833/121-1-2026
[18] Mustofa, A. Z., & Syarifah, N. (2021). The Meaning of al-Hurriyyah in QS. al-Baqarah [2]: 256 and QS. al-Kahfi [18]: 29: A Maqâṣid Approach of Ibn ‘Asyur. Jurnal Ushuluddin, 29(1), 31. https://doi.org/10.24014/jush.v29i1.10661
[19] Parveen, A. I., & Riffat-un-Nisa. (2019). Equitable Higher Education: Students’ Perspective on Access to Resources, Participation, and Educational Outcomes. Bulletin of Education and Research, 41(1), 185–201.
[20] Prayitno, H. J., Markhamah, Nasucha, Y., Huda, M., Ratih, K., Ubaidullah, Rohmadi, M., Boeriswati, E., & Thambu, N. (2022). Prophetic educational values in the Indonesian language textbook: pillars of positive politeness and character education. Heliyon, 8(8), e10016. https://doi.org/10.1016/j.heliyon.2022.e10016
[21] Purba, M., Hadiana, D., Darraz, M. A., Ariantoni, Hendrawati, S., & Helmy, M. I. (2024). Preventing Intolerant Understandings, Attitudes, and Behaviors Among Generation Z Muslims in Public and Islamic Schools. Indonesian Journal of Islam and Muslim Societies, 14(1), 31–61. https://doi.org/10.18326/ijims.v14i1.31-61
[22] Rahmat, M., & Yahya, M. W. B. H. M. (2022). The Impact of Inclusive Islamic Education Teaching Materials Model on Religious Tolerance of Indonesian Students. International Journal of Instruction, 15(1), 347–364. https://doi.org/10.29333/iji.2022.15120a
[23] Rantelangan, Y., Wisadirana, D., Cahwa, A. F., & Prasetyo, B. D. (2023). Discrimination leading to social intolerance in senior high school “case study in Manado, Indonesia.” E3S Web of Conferences, 450, 03001. https://doi.org/10.1051/e3sconf/202345003001
[24] Rhazzali, M. K. (2021). Muslims in European Prisons: Religious Needs, Management of Diversity, and Policies for Preventing Radicalization in Italian Penitentiaries. In Islam and Security in the West (pp. 217–238). Springer International Publishing. https://doi.org/10.1007/978-3-030-67925-5_10
[25] Rosadi, A., Anwar, S., & Ruhendi, A. (2021). The Concept of Justice in Qur’an and Hadith. Asy-Syari’ah, 23(1). https://doi.org/10.15575/as.v23i1.9520
[26] Roxana Yolanda Castillo-Acobo, Arias Gonzales, J., Elmer Benito Rivera Mansilla, Sergio Gabriel Ordóñez Sánchez, Manuel Antonio Cardoza Sernaqué, Elena Guillermina Martínez Puma, Jose Daniel Sanchez Fernandez, & Christian Paolo Martel Carranza. (2022). Relationship between inclusive education and its development with the philosophy of religion in Peru. European Journal for Philosophy of Religion. https://doi.org/10.24204/ejpr.2021.3862
[27] Sadiah, E., Yanti, P. G., & Tarmini, W. (2024). Global Diversity Values in Indonesia: An Elementary School High-Grade Indonesian Language Textbook Analysis. Lnternational Electronic Journal of Elementary Education, 13(1), 185–198. https://doi.org/10.26822/iejee.2024.338
[28] Shihab, Q. (2002). Tafsir al-Misbah Pesan, Kesan, dan Keserasian Al-Qur’an. Lentera Hati.
[29] Siri, A., Leone, C., & Bencivenga, R. (2022). Equality, Diversity, and Inclusion Strategies Adopted in a European University Alliance to Facilitate the Higher Education-to-Work Transition. Societies, 12(5), 140. https://doi.org/10.3390/soc12050140
[30] Siswantara, Y., Suryadi, A., Hidayat, M., & Ganeswara, G. M. (2023). Inclusive values: Foundations of religious education for multicultural harmonious life. KURIOS, 9(1), 63. https://doi.org/10.30995/kur.v9i1.548
[31] Suciati, I., Idrus, I., Hajerina, H., Taha, N., & Wahyuni, D. S. (2023). Character and moral education based learning in students’ character development. International Journal of Evaluation and Research in Education (IJERE), 12(3), 1185. https://doi.org/10.11591/ijere.v12i3.25122
[32] Sudirman, S. A. (2022). Assessing Justice: Exploring the Role of Values in Defining Fairness. Indonesian Journal of Religion and Society, 4(2), 140–155. https://doi.org/10.36256/ijrs.v4i2.330
[33] Sugiyono. (2018). Metode Penelitian Kualitatif (2nd ed.). Alfabeta.
[34] Topidi, K. (2021). Religious Minority Identity in the Work of the Advisory Committee of the Framework Convention for the Protection of National Minorities: A Multifaceted Challenge in Evolution. Religions, 12(10), 858. https://doi.org/10.3390/rel12100858
[35] Wahidin, D., Saefuloh, N. A., & Lestari, Z. W. (2023). Portraying the Implementation of Religious Moderation in Non-Religious Universities in West Java. Journal of Innovation in Educational and Cultural Research, 4(1), 141–149. https://doi.org/10.46843/jiecr.v4i1.446
[36] Wardi, M., Fithriyyah, M. U., Z, F., Hidayat, T., Ismail, I., & Supandi, S. (2023). Implementation of Religious Moderation Values through Strengthening Diversity Tolerance in Madrasah. Jurnal Pendidikan Islam, 9(2), 241–254. https://doi.org/10.15575/jpi.v9i2.27952
[37] Xue, B., Wang, Z., Liu, Y., & Song, Y. (2024). Faith in frames: unveiling therapeutic narratives in religion-related cinema through computational analysis. Frontiers in Public Health, 12(2), 88–95. https://doi.org/10.3389/fpubh.2024.1385379
[38] Yazdani, A. (2020). La cultura de la paz y la tolerancia religiosa desde una perspectiva islámica. Veritas, 4(47), 151–168. https://doi.org/10.4067/S0718-92732020000300151
[39] Zulfatmi, Z. (2023). Learning the Values of Religious Moderation in Madrasah Aliyah: Model Analysis. Jurnal Ilmiah Peuradeun, 11(2), 551. https://doi.org/10.26811/peuradeun.v11i2.1006
Published
2024-08-15
How to Cite
BAHDAR, Bahdar et al.
Actualisation of Inclusive Values Through Religious Education in High Schools.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 3, p. 878-890, aug. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/598>. Date accessed: 19 sep. 2024.
doi: https://doi.org/10.35723/ajie.v8i3.598.
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Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
