A. Background.
Discourse on religious radicalism
is now an issue and many are quite serious concern. In various print and
electronic media a lot of news about radicalism, ranging from violent events
using religious symbols, terrorism, and until the issue of the idea, the
business establishment of the State based on religion.
Many social and
religious experts who conclude that it comes down from the familiar and
religious radicalism or commonly called the right radicalism. Justify the
results of the analysis of the experts? Or is it there are other dimensions
that influence? Of course this requires objective research and further study.
Now
a days, religion
in Indonesia is
considered to have lost its
ethics. Likewise with education,
which is largely considered
to have lost its character, it is not without reason, because in terms of the development of the Indonesian state from time to time, during the reform era cases of violence (radicalism) and
terrorism with a religious
label. So it looks more or less radical Islamic groups have "succeeded in" changing the face of Indonesian Islam become intolerant,
cruel, relentless, aggressive, violent, and
hateful.Though Islam Indonesia
is known to have a tolerant attitude, compassion, gentleness, and peace. With
the rise of radical Islamic movements are anxious society, especially
educational institutions, and can threaten the life of the nation that it
contains values, tolerance, pluralism and acculturative, including in religion.
Thus, the Pancasila, the 1945 Constitution and the Republic of Indonesia which
is the basics of nation and state could be threatened. Even the radical
movement tends to do with violence. This was evidenced by the presence of
several violent incidents that resulted in deaths is not small. Based on data
from National Agency for Combating Terrorism (BNPT) before appearing ISIS movement, in Indonesia there have been some
radical movements that threaten the sense of security and community spirit so
that not the least due to the actions of the radical movements lead to
destruction, anxiety and loss of life.
Education is an
attempt by humans to be independent, to survive, and is responsible for his
life. In addition, education as well as an effort to free people from the
shackles of ignorance. Education should ideally change human behavior from bad
things into good, not vice versa. However, from the first until now there's
always negative things in our education. Educational institutions, as sentral
education development, allowing various opportunities an ideology can flourish.
Because, through education everything can be started. Studies of radicalism and
terrorism indicated the existence of certain Islamic educational institutions
(especially the non-formal, such as boarding schools) take on the role. Then
later, stigma arises, if there is violence, educational institutions are always
connected to the boarding school. In fact, these days, there are formal schools
also began to teach the elements of radical Islam[2],
for example, teaches students to not salute the flag when the flag ceremony.
The students
who have entered the network of radical refused sing the national anthem,
moreover, respect the flag ceremony. Even if they do, it is only just to look
for survivors, but his curse. They do not want to know that as citizens must
follow and respect the traditions, culture, and ethics nation and state, this
understanding must be distinguished from religious rituals.
Results of
research conducted by the Institute of Islamic Studies and Peace (LAKIP)
Jakarta, it was surprising. The study, conducted between October 2010 and 2011
against the Islamic Education teachers and students (Junior High School and
High School) in Greater Jakarta, showed that 49% of students agree with the
action for the sake of religious radicalism. Therefore, teachers of Islamic
Education has a strategic role to inculcate moderate Islam and to find the
right way to cope with (de-radicalization) radical Islam.
Director
General of Islamic Education Ministry of Religious Affairs RI Kamaruddin Kemenag Amin Building, Central Jakarta, Thursday (18/6) said it
would soon establish study centers of radicalism in some higher education
institutions to counter Islamic radicalism in collaboration with the National
Agency for Disaster Terrorism (BNPT) to establish study centers of radicalism.
Actually, the spread of radicalism, it is rarely found in the higher education
institutions of Islam. Precisely radicalization is more common in public
universities, this is due to lack of basic knowledge of religion. Kamaruddin
claim, it has not found any radical movement in higher education institutions
of Islam even though there is a lecturer at the institute which incorporate
radicalism in his teaching, but only one or two people. Furthermore, Kamaruddin
explain what is meant by radicalism that is a notion that believe that other
people have different opinions are wrong. "For example, consider infidels
who disagree with him, we can not be so, because we are moderate[3].
Munawar Rachman
one Muslim Scholars said very concerned to see the condition of schools that
intolerance is increasing. This study has been done several times. Recent
events have only confirmed that it really is no problem in our education, As
reported by the mass media, in Bandung, West Java, and Jombang, East Java,
circulating books set Worksheet Students Islamic Religious Education Class XI
with the quote, allowed to kill the polytheists. Secretary General of the
Ministry of Religious Nur Syam confirmed the circulation of books that include
historical aspect of violence in the religious teachings, teachings that lead
to radicalism which does not fit the anthropological and sociological aspects
of Indonesia so that the book should be withdrawn[4].
In this case,
should the government, especially the Ministry of National Education and
Religious Affairs, should give serious attention to this problem. If this is
allowed, intolerance continued strength will develop into radicalism, which is
another step to grow to terrorism. In addition to stopping the circulation of
books containing the teachings of radical, religious teachers and Citizenship
Education need to be helped to develop their notions of tolerance nationality and
need to be trained to develop an inclusive attitude, if the teachers of the Law
and Citizenship Education we are exclusive, they would likely strengthen
current radicalism at school.
From some research finding facts on the ground, that the movement and the
network of Islamic radicalism have long infiltrated the public schools,
students who are common problems and psychological understanding of religion
amid search for identity has become the land targeted by supporters of the
ideology of radicalism. The target even mastered the organization-Students'
Union (OSIS), at least part of the spiritual Islam (Rohis).
The network apparently has taken root and spread in
various schools, so it needs to be studied and responded seriously by
educational institutions, namely by schools, boarding schools, government, and
parents. We are certainly pleased the children learn the religion. But who
should look out for is when there is a disseminator of radical ideology, which
uses symbols, sentiments, and clothes Islam to brainwashing (brainwash) in
those who are beginners to learn the religion for the purpose which would
damage religion and conflict.
Also, it is not uncommon problem of violence in schools or educational institutions, such as hostility and fighting between the school color national newspaper. This is certainly very unfortunate, why should happen. Radicalism problems in education that could and often color the mass media is a case of violence committed by a senior to junior as in the Institute of Public Administration (IPDN) are up casualties. Cases that have recently occurred related to the problem of radicalism in education is a case of brawl between high school students 6 Jakarta with reporters. Some times the cases of abuse by the teacher to the student, the practice of bullying often occurs. When it should be education, clean out of it violent. Indeed, such a suit who is to be blamed? Teachers? Students? Curriculum? Or educational materials? Everything would have to be thought out in the cold and do not need to blame each other, because all of them may be wrong. The background problem which is the basis for discussion in this seminar papers.
Also, it is not uncommon problem of violence in schools or educational institutions, such as hostility and fighting between the school color national newspaper. This is certainly very unfortunate, why should happen. Radicalism problems in education that could and often color the mass media is a case of violence committed by a senior to junior as in the Institute of Public Administration (IPDN) are up casualties. Cases that have recently occurred related to the problem of radicalism in education is a case of brawl between high school students 6 Jakarta with reporters. Some times the cases of abuse by the teacher to the student, the practice of bullying often occurs. When it should be education, clean out of it violent. Indeed, such a suit who is to be blamed? Teachers? Students? Curriculum? Or educational materials? Everything would have to be thought out in the cold and do not need to blame each other, because all of them may be wrong. The background problem which is the basis for discussion in this seminar papers.
B. Definition of Radicalism.
Radicalism is an ideology (ism), the action attached to the person or group
who wants a good change, social, political violence, human thought and action
to the extreme. In language[5],
the radical derived from English, radix, which means extreme. Meanwhile, in a
language called al-ghuluwwu fiddiin.
While the term, radicalism has always been associated with the attitudes or
actions of a person or group dissatisfaction against the presence of the status
quo and demands to undertake fundamental changes to a particular order.
In Indonesia, the rise of radical movements that are not the monopoly of a
group or class and a certain ideology. This is because the movements that are
radical, hard and extreme that it has become one instrument or method group or
movement to achieve the objectives of particular interest.
The mention of the term radicalism in socio-historical review was
originally used in the study of socio-cultural and in the development of
selanjutnyanya the term associated with political and religious issues. The
term radicalism is a familiar concept in the study of social science, politics
and history. Radicalism term used to describe a social phenomenon in a
community or country [6].
Radicals can mean very loud in demanding changes drastically, thorough,
both changes in legislation or government. What explanation was "very
hard" with the same sense of violence? Or in other words, whether each of
the adherents of radicalism always use violence? Look of understanding he said,
can be said to be, but it almost always leads to violence. Literally, adherents
of radicalism can be considered the same as stubbornness, insistent, no
obey, self-righteous, and not
willing to negotiate and compromise with all the opposing views and not
necessarily those attitudes followed by acts of violence.
In the language of radicalism means standing in an extreme position and away from the middle position or past the limits of reasonableness. By the term, radicalism is fanatical to the opinions and degrading other people's opinion, disregard for historical Islam, no dialogue, like mengkafirkan other groups who disagree, and textual understanding of religious texts without considering the essential purpose of the Shari'a (maqashid al-Shari'a)[7].
In the language of radicalism means standing in an extreme position and away from the middle position or past the limits of reasonableness. By the term, radicalism is fanatical to the opinions and degrading other people's opinion, disregard for historical Islam, no dialogue, like mengkafirkan other groups who disagree, and textual understanding of religious texts without considering the essential purpose of the Shari'a (maqashid al-Shari'a)[7].
Radical Islamic groups are groups that have a high ideological and
fanatical belief that they are striving to replace the value system and the
system is in progress. In general, to borrow the terminology Esposito,
identified some common ideological foundation of the radical Islamic movement.
First, these groups argue that Islam is a comprehensive religion. Second, the
ideology of Western societies are secular and materialistic society should be
rejected if modeled on Western ideology mean the Muslim community did not
succeed because of the ideology of ideologies that Western society is not ideal
in Islam[8].
Zunly Nadia reveals that Islamic radicalism is considered as a movement
that holds ancient / old-fashioned and often use violence to teach and defend
their beliefs[9].
The phenomenon of fanaticism is minimal as a result of the spread of
Islamic radicalism, it is what lies behind the emergence of cases of violence
and considered Islamic radicalism defined as a movement with a view backward
and inclined to use violence in teaching and his faith. Finally, Islam as rahmatan lil'alamin be impressed
"savage", Islam is seen fierce and Bringas in the public eye.
Friendly known Muslim in the eyes of the world, has now become easy to rekindle
the fire of Muslim hostility.
So it can be concluded that the meaning of radicalism is an understanding that calls for a change, the change of a system in society down to its roots, radicalism wants a total change to a condition or all aspects of community life.
So it can be concluded that the meaning of radicalism is an understanding that calls for a change, the change of a system in society down to its roots, radicalism wants a total change to a condition or all aspects of community life.
C. The characteristics of Radicalism
Radikalime movement group has the following characteristics:
1.
A
group of radicalism always be harsh in their interaction, loud speaking and emotional.
This is very contrary to the politeness and gentleness in the preaching of the
Prophet (QS. Al Imron: 159). Word of Allah (Qur'an, An-Nahl: 125) also asserts
that God encourages Muslims to preach to the way polite and avoid harsh words.
فَبِمَا رَحْمَةٍ مِنَ اللهِ لِنْتَ لَهُمْ وَلَوْ
كُنْتَ فَظًّا غَلِيْظَ الْقَلْبِ لَا نْفَضُوْا مِنْ حَوْلِكَ فَاعْفُ
عَنْهُمْ وَاسْتَغْفِرْ لَهُمْ وَشَا وِرْهُمْ
فِي الْأَمْرِ فَإِذَا عَزَمْتَ فَتَوَكَّلْ عَلَى اللهِ إِنَّ
اللهَ يُحِبُّ المُتَوَكِّلِيْنَ.
2.
The
radical group is prejudice to others outside their group. They always see
others only on the negative side only and ignoring the positive side. The base
of radicalism is prejudice
3.
to
others, not necessarily demeaning others. The radicals often seem to feel the
sacred and other groups regard as heretical and misguided.
3. Often a single truth and misleading claims of other groups that do not agree. Claim truth always comes from circles as if they are the Prophet who never made a mistake (Ma'sum), whereas they are only human. Truth claims can not be justified because humans have a relative truth and only God knows the absolute truth. Therefore, if there is a group of self-righteous then langung has acted arrogant grab God's authority.
3. Often a single truth and misleading claims of other groups that do not agree. Claim truth always comes from circles as if they are the Prophet who never made a mistake (Ma'sum), whereas they are only human. Truth claims can not be justified because humans have a relative truth and only God knows the absolute truth. Therefore, if there is a group of self-righteous then langung has acted arrogant grab God's authority.
4.
Radicalism
complicate the true Islamic religion Samhah (light) with regard Sunnah worship
as if compulsory and Makruh as if unclean. Radicalism is characterized by
behaviors that prioritize religious secondary issues and ignore the primary.
5.
The
most radical group redundant in religion is not in place. In their preaching
gradual override methods used by the Prophet, so that their mission would make
Muslims who still lay fears and objections. Though the revelation of Allah (QS.
Al-Baqarah: 185) has asserted that
the Creator willed things lighten up and not want things aggravating his
servant.
6.
Easily considered
infidels others of
different opinion. These people
consider infidels others who commit
adultery, considered infidel
government that embraces democracy, making people infidel who willingly towards
the implementation of democracy, mengkafirkan
Muslims in Indonesia
which respects local traditions, and considers infidels
all those who disagree
with them, because they are convinced
that their opinion is the opinion of God.
In addition to the above characteristics, based on the
search results Komaruddin Hidayat, there are some characteristics of this
movement to note are:
1.
The
tutor spreader violent ideology was always instill hatred against the state and
government. Indonesian government that the government taghut, devils, because
it does not make the Koran as the basis. Any government and anyone who does not
adhere to the Koran means against God and they should be shunned, or even
opposed.
2.
The
emotional attachment to teachers, seniors, and the group is stronger than
family ties and his alma mater.
3.
The
activities they do in doing recitals and regeneration are closed by using
hallways and corners of the school, so impressed was the study group. Further
to his approach them or they call hold outbound trips (rihlah) with the main agenda of reflection and allegiance.
4.
For those who have entered the congregation
members are required to pay as cleansing the soul
of the sins they
do, if you feel a greater sin,
the greater the redemption money.
5.
There
are those who wear distinctive clothing which he said according to the
teachings of Islam, as well as another cynical.
6.
Muslims
outside the group are considered wicked and unbelievers before Hijrah: join them.
7.
They
are reluctant and refuse to listen to a religious lecture outside the group.
Despite their knowledge of the Koran is still shallow, but they feel has the
most correct religious beliefs, so that disdain, even hate teachers outside the
group.
8.
Among
them there and then came out after many conversations, discussions critically
with religion teachers and intellectuals outside the group, but some are then
stuck to his belief to get into college.
The things mentioned above, can not be allowed to drag on, Institutions should have a role as a custodian of morals, ethics and character formation of students. All that happens is a shared responsibility, from government, parents, teachers, managers of educational institutions and members of the community including all of us[10].
The things mentioned above, can not be allowed to drag on, Institutions should have a role as a custodian of morals, ethics and character formation of students. All that happens is a shared responsibility, from government, parents, teachers, managers of educational institutions and members of the community including all of us[10].
D. Factors Emerging Radicalism
There are several factors causing
the rise of radicalism in educational institutions among them, namely:
1.
Religious
knowledge the student or students who patchy and weak understanding through
learning doctrinaire. This radicalism is an appropriate target for the school
community and the public who wish to distort religious teachings or to teach
religious ideas astray so easily tempted by material inducements to do things
that deviate from the teachings of religion, including the actions of
radicalism.
2.
Factors
religious sentiments, including the religious solidarity to relatives or
friends who are oppressed by certain powers, especially the different
religions. But it is more correct to say as a factor in religious emotions, and
not religious (holy absolute revelation) notwithstanding radicalism always fly
the flag and symbols of religion as a pretext to defend the religion, jihad and
martyrdom. In this context what is meant by religious emotion is religion as an
interpretive understanding of the nature of reality, so it is relative and
subjective.
3.
There are some
people who understand that what he understood to be the most right after
getting the doctrine of a group of people. They assume that the group or
faction most correct itself.While others who do not have the same views
expressed are wrong.
4.
Policy Education
Institute.
Policy or decisions made
by the leaders of educational
institutions carried out arbitrary
and not based on consensus
as to raise donations
Implementation of Education (SPP).
5.
Factors media
(press) the West is always cornered Islamic educational institutions, so it is
considered Muslims to be a factor began to react with violence. Propaganda
through the press does have tremendous power and is very difficult to be
deflected so that the most "extreme" behavior that is radical in
reaction to what was inflicted upon the Muslim community.
6.
The efforts of
the school community and the people who want to break away from the influence
of a particular culture that is deemed unsuitable. While the definition of
cultural factors here is as an anti-thesis to the culture of secularism[11].
Western culture is a source of secularism is regarded as an enemy that must be
resisted. Whereas the historical facts show the existence of the various
aspects of Western dominance over the lands and Muslim culture. Western
civilization today is an expression of the dominant and universal humanity.
West has deliberately make the process of marginalization of whole joints of
Muslim life so that Muslims become backward and oppressed. West, with
secularism, has been regarded as a nation that pollutes the cultures of East
and Islamic nation, is also considered to be the greatest danger of the
survival of Islamic morality in society and especially in Islamic educational
institutions.
7.
Anti-Westernism
Ideological factors. Westernism is a thought that harm Muslims in applying
Islamic Shari'a in Muslim society, especially in Islamic educational
institutions so that the symbols of the West must be destroyed for the
enforcement of Islamic shariah. Although the motivation and anti-Western
movements can not be blamed on the grounds of religious belief but the violence
reached the radicalism precisely demonstrated their inability to position
itself as a competitor in the culture and civilization.
8.
Government
policy. The inability of governments in Muslim countries to act to improve the
situation on the growing frustration and anger some Muslims due to the
dominance of ideology, military and economy of the countries of major. In this
case the government elites in Muslim countries have not or are less able to
find the root causes of the violence (radical) that can not overcome the
economic social problems facing the people. In addition, factor the mass media
(press) the West is always to discredit Muslims also factored into the
appearance of the reaction to violence committed by Muslims. Propaganda through
the press does have tremendous power and is very difficult to be deflected so
that most "extreme"
behavior that is radical in reaction to what was inflicted upon the Muslim
community.
9.
Social
Politics. Symptoms violent "religion" more appropriately seen as a
symptom of socio-political rather than religious phenomenon. Wrong move by a
Western view of the so-called Islamic radicalism was more appropriately seen
root of the problem from the point of socio-political context within the
framework of the historicity of the people in the community. As disclosed
Azyumardi Azra, that the worsening position of Muslim states in the north-south
conflict becomes the main foundation of the emergence of radicalism.
Historically we can see that the conflicts posed by radical circles with a set
of tools of violence in and banging himself against the other groups were more
rooted in socio-political issues. In this case the radical view of historical
facts that Muslims do not benefit from the global civilization, causing
resistance to the dominating force. By bringing the language and symbols and
religious slogans tried to touch the emotions of the radical religious and
joining forces to achieve the goal of "noble" of politics. Of course,
such things are not forever be referred to manipulate religion because most of
their behavior is rooted in religious interpretation in view of the historical
phenomenon. Because he saw a lot of irregularities and social inequality
detrimental to the Muslim community then there was a radical movement that is
supported by religious sentiment and emotion.
10. Radicalism
emerged as an expression of frustration people in schools or colleges and
rebellion against social injustice caused by the weak performance of the
judiciary. The government's failure to uphold justice finally responded by the
students with the demands of the correct application of the law based on rules,
laws and even sharia. But the demands of the application of sharia is often
overlooked by secular states so that they are frustrated and eventually twist
violent means.
11. Understanding of this radical movement requires
revolutionary changes which are more casualties than getting a satisfactory
result. In the world of education clearly educate participants who become
victims. Fanaticism of religion makes the learners are willing to become a
"scapegoat" of suicide bombings in the name of religion with frills
jihad (striving in the way of Allah).
12. The Radicalism of the most dangerous is the student
radicalism. On the one hand, the students understand the way of thinking in
philosophy (radik). On the other hand, students are also very potential for the
movements fueled radicalism with which the rigid attitudes and behavior and
tend not budge. This is what must be wary as a student.
13. Most of the school community including students still
Literal in understanding religious texts that only understand Islamic radicals
from the skin alone but minimal insight into the essence of religion.
14. Weak in insight into the history and sociology of the
student or students so that their fatwas are often at odds with the benefit of
the people, common sense and the spirit of the age.
15. In addition to the factors mentioned above, this is now
our children much buffeted by the culture of violence, such as movies, playing
games, and so forth. There have been studies done by two executives of Google,
Eric Schmidt and Jared Kohen, The New Digital Age; Transforming Nations,
Businesses, and Our Lives. They said one of the factors that drive a person to
be radical is the desire to do 'adventure' (adventure).
E. Solution Radicalism (Deradicalisation)
There are some of the possible solutions writer can convey radicalism in overcoming the problems that occurred in the community, especially instituted education, among others are:
1.
The
community or school community who have minimal knowledge of the religion or
weak in terms of practice need to be given touches of mysticism. The touch can
push to understand the essence of the commands and prohibitions of religion
more broadly. From various research, the institute has a level of consciousness
followers to worship high and reveals a high moral consciousness too. The
condition is a form of valuable contribution in order to build the morale of
the nation in general. Adherents of the congregation as a community commitment
is expected to continue to be an example of enforcement of moral values so
that religious and spiritual appreciation responsibility for future scholars to be heavier because of today's society
more open to outside influences as a result of advances in information
technology and communications. Islamic Boarding School role of scholars in the environment also needs
to be maintained.
2.
Provide
counseling or activities in educational institutions or religious communities
to understand that religion is not understood partially religious texts
separated from its context, and dryness of the values of spirituality in
religion.
3.
Given the
differences that emerged in the midst of our lives
can be solved by communication and dialogue. Instead of promoting settlement involving violence. It should be interesting example of early Muslim leaders, such as Mohamad Natsir, which although different point of view with other figures, but still promote dialogue and mutual respect remains between them, they give examples of common sense in the face of differences.
can be solved by communication and dialogue. Instead of promoting settlement involving violence. It should be interesting example of early Muslim leaders, such as Mohamad Natsir, which although different point of view with other figures, but still promote dialogue and mutual respect remains between them, they give examples of common sense in the face of differences.
4.
Treat them
humanely and brotherly.
5.
Provide all
citizens freedom of thought for schools and groups that will materialize
healthy dialogue and criticize in a constructive and empathetic interfaith or
streams.
6.
Provide insight
to more radical groups or circles consider the conditions and circumstances as
well as the ability of Muslims are so diverse that group or radical circles
should hold to the principle that the difference in the matter of ijtihad is a necessity so that they do
not get stuck in single truth claims.
7.
Radicalism
group have a tendency to hate people to destroy other groups. Where the spirit
is not in line with the spirit of Unity in Diversity highly exalts the beauty
of the difference. So, there should be efforts to replant the values of unity
in diversity to the school community and society.
8.
The Role of
Institutions can counteract radicalism, but at the same time giving birth could
be a source of radicalism. Members and sympathizers of the Islamic State of
Iraq and Syria (ISIS) who likes the current war, one source or the cause is a
wrong understanding of the history of the Prophet Muhammad's prophetic career.
They perceive the Prophet as 'artisan of war'. For them, a person can not be
considered to be a good Muslim, if not fight, kill, and slit the throats of
people.
9.
In order to
prevent the birth of this radicalism, the need to overhaul the total
perspective of Islam. This is where the role of teachers as educators occupy
the key positions. Because in their hands, students can set up their points of
view on religion with glasses of love. "Teach young children Jamaliyyah
name. Not Jalaliyyah, "Haidar Bagir message to the participants of a
public lecture. "Education should be a moderate Islam, is a religion of
love. Be figure educator whose main capital is affection to the students. Islam
teaches that it is the love of Allah as rahmatan
lil 'alamin.
10. "Provide understanding of the meaning of "jihad and martyrdom" to
the citizens of the school or community. It is often depicted in Islamic
history; martyr that died because of the war, or occur in the middle of the
battlefield. In fact, on the contrary, the Prophet died not in battle. Who
would dare to say that the death of the Prophet is less noble than the death of
the martyr on the battlefield ?. In addition, the rare-though often repeated
the following history-would remember the incident when the Prophet came home
from battle of Tabuk, when the friend said, "We just got back from the
Great War". Instead of justifying, Apostle commented, "(Instead) we
just got home from the Small War, to the Great War", which is jihad
against lust. And no one is martyred in the Small War (Jihad Ashghar), before he won in the Great Jihad (Jihad Akbar). It is clear that
subjecting the passions, so people have good morals, has the spirit of
sacrifice, altruism of its own interests (îtsâr); it is more noble than war. I
do not say that the war was less noble, but to keep in mind is that we often
quote-quote about Small Jihad and Jihad great, but at the same time often
raised the impression that people are the most precious are those who die in a
state of war. Then made the images with effects like those who died in that
war, died in a smile. I do not remember, what there is a history that the
Prophet had died in a state of smiling? Does this guy dead on the battlefield
is more noble than the Prophet ?! It's all just an early example, how Islamic religious education can be a source of radicalism in religion.
That's the picture that emerged; if not berate people, not mengkafirkan, not
mislead understand other people, then Islam is not considered strong.
11. For teachers and parents, as much as possible to do the following two
things for our children at the primary level, in order to stem the flow and
influence of radical ideologies and extreme Islam which are: First, show
affection to him. Compassion will only grow within a child, if he is sure to
feel loved by people lain. Second, teach them Islam as a religion of love.
12. The Need reviewing Agma Islamic Education
subject matter given in educational institutions, namely:
a.
Islamic Education Curriculum content
standards and competence as well as greatly influenced by the tendency of
understanding taught by teachers to students. Therefore, teachers are required
to teach Islam in a way that does not encourage students to become radical.
b.
Student who has no background of religious education (schools) are very
easily influenced by models of Islam literally taught by teachers or their
religious teacher. Therefore, the school and religious teachers need to
establish cooperation with Islamic organizations are known to teach moderate
Islam. It is important that students have extensive knowledge about the
understanding of Islam from various sources.
c.
The school and the teachers need
to improve the capability for
early detection (early warning) learners who begin to 'deviate'
from the generality of the existing Islamic understanding.
Students who began
to "pretend to obey the religion" alone or exclusively with its
own group, easy to proscribe
and considered infidels,
follow the teachings of days without
permission, to follow the teachings
in which there allegiance, fanatical, attacking other
Islamic groups, started dare
to teachers and parents, have the ideals of jihad
and establish an Islamic state, is a fraction the signs
to watch out by teachers of Islamic Education. By identifying the source of radicalism in
schools, will be found to be
effective de-radicalization efforts
when the schools and teachers of Islamic education can play a positive role by teaching moderate Islam[12].
F. Conclusion
Radikalime movement that occurs
in the community, including educational institutions should make efforts real,
conscious and systematic should be done continuously to changing patterns of
thinking and the attitude of the school community that were not good even evil
into good, better and very good. The basic concept of education that should be
a real reference and guide for educators in order to understand the meaning of
tolerance, compassion and gentle. But if there is violence it will turn off the
creativity and enthusiasm of learners and the transformation of the culture of
violence and a culture of punishing that is contrary to the values and the
basic concepts of education. The phenomenon of increasing radicalism actions
caused shallow understanding of religion. Therefore, preventive efforts right
now is to revitalize the religious and moral education in schools, families,
and society. Education and religious instruction run is now merely a formality,
not push the material and moral and character formation of students. Besides
the allocation of teaching hours of religion and morality improved in terms of
quantity and quality. Moreover, the subject matter of non-religious or general
should also be directed at strengthening the morals and character of students
that can not be separated from the essence of education as mandated by the 1945
Constitution and Law No. 20 Year 2003 on National Education System so that
radicalism is often the case can be broken even eliminated, especially
instituted education.
BIBLIOGRAPHY
Bachtiar Effendy, Radicalism: An Introduction, Jakarta: PPIM. IAIN, 1998.
Bachtiar Effendy, Radicalism: An Introduction, Jakarta: PPIM. IAIN, 1998.
Drafting
Team Language
Development Center, Kamus Besar Bahasa Indonesia, Jakarta: Department of Education & Balai Pustaka,
1998.
Jamhari and Jajang
Jahroni (penyuting), Radical Salafi movement in Indonesia, Publisher:
King Grafindo Persada, Jakarta,
First Edition, 2004.
Komaruddin Hidayat, "Islamic Radicalism Infiltrate the high school", http://www.uin-sy.co.id., Downloadable dated February 15, 2015.
Utawijaya Kusumah, The Role of Islamic Religious Education Learning In the face of growth of Radicalism Based
Religion (Studies of Textbooks Islamic Religious Education in high school Level
Pushing Radical Ideology),
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Zunly Nadia, Roots
of Islamic radicalism in the Tafsir al-Qur'an Fi Zilal
work Sayyid Quth ", Preamble, 2012.
Newspaper, Compass print, 1 April 2015.
http://www.cahkudus.tk/2012/05/radikalisme-dan-pluralisme-bangsa.html, accessed
on September 15th
2015.
[1] Paper presented at the International Seminar on Academic Center STAIN Jurai
Siwo Metro, on Monday,
September 28th, 2015.
[2] www.metrotvnews.com, "Two Schools Ban
Students Yours Flag".
This news was published on June 6, 2011, related to two schools (SMP
Al-Irysad Tawangmangu
and Primary School Al-Albani Matesih)
based religion that forbids students to
salute the Red and White Flag in
Karanganyar.
[3] Indonesian Ministry of
Religious Affairs Building, Banteng
Square, Central Jakarta, June 18 th, 2015.
[5] Drafting
Team Language Development Center, Indonesia
Dictionary (Jakarta: Department of Education & Balai Pustaka,
1998), p.425.
[7] http://www.cahkudus.tk/2012/05/radikalismeand-pluralisme-.html, accessed on September, 15 th 2015.
[8] Jamhari and Jajang Jahroni, Radical Salafi movement in Indonesia, Publisher: Raja Grafindo Persada,
Jakarta, First Edition, 2004, p.2.
[9] Zunly
Nadia, Akar-akar Radikalisme Islam dalam
Tafsir Fi Zilal al-Qur’an Karya Sayyid Quth”, Mukaddimah, 18 (2), 2012: 301-323
[10] Komaruddin Hidayat,
Islamic radicalism Infiltrate the high school, http://www.uin-sy.co.id.,
Downloadable dated February 15th, 2015.
[11] Secularism is word process is the process
of releasing the earthly life of religious
control, thus secularisation
is the process of getting rid of
religion
[12] Utawijaya Kusumah, The Role of Islamic
Religious Education Learning (PAI) In the face of growth of Radicalism Based Religion
(Studies of Textbooks PAI at the high school level of Radical
Ideology Pushing), p.5
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