Multicultural-Based Islamic Religious Education in Ahmadiyya’s School: A Strategy to Strengthen The Moderation Vision of Indonesian Islam in School
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Abstract
Abstrak: Indonesia adalah negara dengan masyarakat multikultural dan plural. Hal ini merupakan keuntungan bagi Indonesia, namun di sisi lain, hal tersebut juga menyimpan potensi konflik. Sebagai bukti, konflik dan kekerasan bernuansa SARA (suku, agama, ras, dan antargolongan) seringkali terjadi di Indonesia, sedangkan konflik agama adalah yang paling dominan diantara mereka. Menanggapi tantangan-tersebut, SMA Perguruan Islam Republik Indonesia (PIRI) 1 Yogyakarta, salah satu sekolah yang berdiri di bawah organisasi Ahmadiyah, telah mencoba untuk merekonstruksi pendidikan Islamnya. Dengan metode deskriptif kualitatif, penelitian ini difokuskan untuk membahas tentang best practices yang dilakukan oleh SMA PIRI 1 Yogyakarta untuk mengembangkan Pendidikan Agama Islam (PAI) dalam rangka memperkuat visi moderasi Islam Indonesia kepada siswanya. Hasil penelitian menunjukkan bahwa PAI di SMA PIRI 1 Yogyakarta telah dikembangkan dengan pendekatan multikultural mencakup pengembangan kurikulum yang terdiri dari tujuan, materi pelajaran, kegiatan pembelajaran, dan evaluasi; pengembangan media dan sumber belajar, serta diperkuat dengan menciptakan budaya religius-multikulturalis di sekolah.
الملخص: إندونيسيا دولة ذات مجتمع متعدد الثقافات والتعددية. هذه ميزة لإندونيسيا، لكنها من ناحية أخرى تنطوي على احتمالات الصراع. كدليل، مثلا أنّ الصراعات و العنف القبلية و الدينية والعرقية والمذهبية تحدث كثيرا بالنسبة لإندونيسيا، في حين أن الصراع الديني هو أكثر شيوعا بينها. استجابة لهذه التحديات، حاولت SMA PIRI 1 يوجياكارتا، إحدى المدارس التي أنشئت في إطار منظمة الأحمدية، بإعادة النظر فى تربيتها الإسلامية. بطريقة المنهج الوصفي النوعي، يركز هذا البحث على مناقشة أفضل الممارسات التي قامت بهاSMA PIRI 1 يوجياكارتا لتطوير التربية الإسلامية (PAI) من أجل تعزيز نظرة اعتدال الإسلام الإندونيسي للطلاب. أظهرت نتيجة هذا البحث أن التربية الإسلامية فىSMA PIRI 1 يوجياكارتا تطورت بمنهج متعدد الثقافات تشتمل بما في ذلك تطوير المنهج الدراسي الذى يتكون من الأهداف والمواد التعليمية وأنشطة التعلم والتقييم، تطوير الوسائل التعليمية ومصادر التعلم، وتعزيزها من خلال تكوين ثقافة دينية متعددة الثقافات في المدرسة.
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