Respons Pendidikan Islam terhadap Radikalisme, Toleransi, dan Pluralisme di Era Kontemporer
Abstract
Abstrak: Penelitian ini bertujuan untuk mengeksplorasi persepsi mahasiswa terhadap respons pendidikan Islam terkait radikalisme, toleransi, dan pluralisme di IAIN Manado. Menggunakan pendekatan kuantitatif, metode survei digunakan dengan partisipasi 86 mahasiswa Program Studi Pendidikan Agama Islam. Instrumen utamanya adalah kuesioner dengan skala Likert 5 poin, mengukur tingkat setujuan pada pernyataan terkait topik penelitian. Data dikumpulkan melalui Google Form secara online untuk efisiensi dan partisipasi maksimal. Analisis deskriptif statistik digunakan untuk menggambarkan profil responden dan distribusi jawaban. Hasil penelitian menunjukkan mayoritas mahasiswa merasa pendidikan Islam di IAIN Manado efektif dalam menanamkan nilai-nilai anti-radikalisme dan toleransi, serta mendukung pluralisme. Namun, masih ada kebutuhan untuk meningkatkan implementasi kebijakan anti-radikalisme dan memperdalam pemahaman tentang nilai-nilai toleransi. Peningkatan kesadaran terhadap kebijakan anti-radikalisme, integrasi materi pendidikan yang lebih luas tentang pluralisme, serta pengembangan program ekstrakurikuler yang mendukung dialog antaragama. Dengan demikian, penelitian ini menyoroti pentingnya memperkuat nilai-nilai toleransi dan pluralisme dalam pendidikan Islam untuk menghadapi tantangan kontemporer. Disarankan agar penelitian selanjutnya lebih memperdalam analisis tentang faktor-faktor yang mempengaruhi persepsi mahasiswa dan mengidentifikasi strategi yang lebih efektif untuk meningkatkan pemahaman dan penerapan nilai-nilai toleransi serta mengatasi radikalisme dalam pendidikan Islam.
Abstract: This research explores students' perceptions of the response to Islamic education regarding radicalism, tolerance, and pluralism at IAIN Manado. A quantitative approach was used, and a survey was conducted with the participation of 86 students of the Program Studi Pendidikan Agama Islam. The main instrument is a questionnaire with a 5-point Likert scale, measuring the level of agreement with statements related to the research topic. Data is collected via an online Google Form for maximum efficiency and participation. Descriptive statistical analysis describes the respondent profile and distribution of answers. The research results show that most students feel that Islamic education at IAIN Manado effectively instills the values of anti-radicalism and tolerance and supports pluralism. However, there is still a need to improve the implementation of anti-radicalism policies and deepen understanding of the values of tolerance. Increased awareness of anti-radicalism policies, wider integration of educational materials on pluralism, and development of extracurricular programs supporting interfaith dialogue. Thus, this research highlights the importance of strengthening the values of tolerance and pluralism in Islamic education to face contemporary challenges. Further research is recommended to deepen the analysis of the factors that influence student perceptions and identify more effective strategies to increase understanding and application of the values of tolerance and overcome radicalism in the context of Islamic education.
Keywords
Full Text:
DOWNLOAD [PDF]References
Alam, M. (2020). A collaborative action in the implementation of moderate islamic education to counter radicalism. International Journal of Innovation, Creativity and Change, 11(7), 497–516.
Aningsih, ., Zulela, M., Neolaka, A., Iasha, V., & Setiawan, B. (2022). How is the Education Character Implemented? The Case Study in Indonesian Elementary School. Journal of Educational and Social Research, 12(1), 371. https://doi.org/10.36941/jesr-2022-0029
Bakri, S., Hasan, A. K., Rohmadi, Y., & Purwanto. (2019). Reviewing the emergence of radicalism in globalization: Social education perspectives. International Journal of Innovation, Creativity and Change, 6(9), 363–385.
Bektenova, M. K., Seitakhmetova, N. L., Kurmangaliyeva, G. K., Satershynov, B. M., & Sartayeva, R. S. (2017). Problematization of the issue of Islamic education in the post-secular world. European Journal of Science and Theology, 13(1), 135–148.
Burhanuddin, N., & Khairuddin, K. (2022). The Radicalism Prevention through Academic Policies at State Islamic Higher Education in Indonesia. Ulumuna, 26(2), 363–391. https://doi.org/10.20414/ujis.v26i2.511
Durham, W. C., & Thayer, D. D. (2018). Religious pluralism. In Religion, Pluralism, and Reconciling Difference (pp. 179–197). Routledge. https://doi.org/10.4324/9781315605043-13
Ebzeeva, Y., & Dubinina, N. (2017). Discursive practices of contemporary radical Islam in the countries of the European Union and Eurasian Customs Union. Central Asia and the Caucasus, 18(02), 109–116.
Ismail, S., Abubakar, B., Matsyah, A., Thalal, M., & Yahya, H. (2021). Religious Radicalism and Islamic Universities in Aceh: Between Campus, Environment and Family. Samarah: Jurnal Hukum Keluarga Dan Hukum Islam, 5(2), 1044. https://doi.org/10.22373/sjhk.v5i2.10958
Ismail, S., & Sulaiman, W. (2022). Implementasi Kurikulum Pendidikan Islam Inklusif di Perguruan Tinggi Keagamaan Islam Negeri. Edukasi Islami: Jurnal Pendidikan Islam, 11(1), 1–19. https://doi.org/10.30868/ei.v11i01.3538
Kaul, V. (2020). Foundations of Multiculturalism (1): Self-Knowledge. In Philosophy and Politics - Critical Explorations (pp. 89–100). https://doi.org/10.1007/978-3-030-52375-6_8
Kulakhmetova, M., Shakharman, A., Mustafayeva, A., & Altybassarova, M. (2017). Religious Discourse In Kazakh: Description And Structure. PONTE International Scientific Researchs Journal, 73(1). https://doi.org/10.21506/j.ponte.2017.1.15
Mahpudz, A., Palimbong, A., & Lande, A. (2020). Menguatkan Nilai Toleransi Mahasiswa Untuk Meneguhkan Jatidiri Sebagai Warga Negara Di Era Global. Journal of Civics and Moral Studies, 5(2), 96–106.
Makbuloh, D. (2019). The Asah potential fitrah method in encountering radicalism in lampung. Pertanika Journal of Social Sciences and Humanities, 27(2), 937–947.
Mubin, N., Sa’dullah, A., & Ertanti, D. W. (2020). Integrasi Nilai-Nilai Toleransi dalam Kurikulum PAI di SMA. Pendidikan Islam, 5(2), 17–23.
Nur Adnan Saputra, M., Nurul Mubin, M., Minhajul Abrori, A., & Handayani, R. (2021). Deradikalisasi Paham Radikal di Indonesia: Penguatan Kurikulum Pendidikan Islam Berbasis Moderasi. Jurnal Pendidikan Agama Islam Al-Thariqah, 6(2), 282–296. https://doi.org/10.25299/al-thariqah.2021.vol6(2).6109
Nurhasanah, S. (2021). Integrasi Pendidikan Multikultural Dalam Pembelajaran Pendidikan Agama Islam (Pai) Untuk Membentuk Karakter Toleran. Al-Hasanah : Islamic Religious Education Journal, 6(1), 133–151. https://doi.org/10.51729/6135
Riis, O. (2017). Modes of Religious Pluralism under Conditions of Globalization. In Democracy and Human Rights in Multicultural Societies (pp. 251–266). Routledge. https://doi.org/10.4324/9781315095028-12
Saleh, K., & Arbain, M. (2019). Deradikalisasi di Perguruan Tinggi: Strategi Menangkal Radikalisme Melalui Pendidikan Islam. AR-RUZZ MEDIA.
Sas, M., Ponnet, K., Reniers, G., & Hardyns, W. (2020). The Role of Education in the Prevention of Radicalization and Violent Extremism in Developing Countries. Sustainability, 12(6), 2320. https://doi.org/10.3390/su12062320
Supian, S. (2018). Peran Pai Dalam Menghadapi Tantangan Radikalisme Di Perguruan Tinggi Umum. TAJDID: Jurnal Ilmu Ushuluddin, 16(2), 153–190. https://doi.org/10.30631/tjd.v16i2.59
Tsani, I. (2013). Pendidikan Agama Islam Sebagai Sarana Pembentukan Moral Dan Karakter Siswa. Didaktika Religia, 1(1). https://doi.org/10.30762/didaktika.v1i1.112
DOI: https://doi.org/10.31764/jua.v26i2.23560
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Andi Anugrah Surya Ardhy
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Ulul Albab: Majalah Universitas Muhammadiyah Mataram
Contact Admin:
Email: [email protected]
WhatsApp: +62 878-6400-3847
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Ulul Albab: Majalah Universitas Muhammadiyah Mataram already indexed:
