Email this article Religious Education Between Minorities and Majorities: Exploring the Problems of Islamic Education in Responding to the Era of Globalization and Modernity
Abstract
Abstract: Religious Education Between Minorities and Majorities: Exploring the Problems of Islamic Education in Responding to the Era of Globalization and Modernity. Objectives: This study aims to explores the dynamics of Islamic Education discourse in Western and Eastern countries such as Indonesia in response to the Globalization Era and 21st Century Modernity. Methods: The research uses a qualitative approach, where data collection uses literature study techniques. The data we collect from scientific research with sources from Scopus, Web of Science, and Sinta. As for data analysis using Miles and Huberman steps. Findings: The different characteristics between the West, which is dominated by empirical and secular currents of thought, and Indonesia, which is based on religious values. Conclusion: Islamic religious education in the West has a secular character that is based on philosophical views of rationalism, empiricism, relativism, capitalism, humanism, and positivism, in contrast to the educational process in the East, which tends to be based on religious principles based on revelations, both the Quran and the Quran. As-Sunnah.
Keywords: Islamic education, globalization, modernity.
Abstrak: Pendidikan Agama Islam Antara Minoritas dan Mayoritas: Menggali Problematika Pendidikan Agama Islam Dalam Menjawab Era Globalisasi dan Modernitas. Tujuan: Penelitian ini bertujuan untuk menggali dinamika wacana Pendidikan Islam di negara-negara Barat dan Timur seperti Indonesia dalam menghadapi Era Globalisasi dan Modernitas Abad 21. Metode: Penelitian ini menggunakan pendekatan kualitatif, dimana pengumpulan data menggunakan teknik literature review. Data kami kumpulkan dari penelitian ilmiah dengan sumber dari Scopus, Web of Science, dan Sinta. Sedangkan untuk analisis data menggunakan langkah Miles dan Huberman. Temuan: Perbedaan karakteristik antara Barat yang didominasi oleh aliran pemikiran empiris dan sekuler, sedangkan di Indonesia yang didasarkan pada nilai-nilai agama. Kesimpulan: Pendidikan agama Islam di Barat memiliki karakter sekuler yang didasarkan pada pandangan filosofis rasionalisme, empirisme, relativisme, kapitalisme, humanisme, dan positivisme, berbeda dengan proses pendidikan di Timur yang cenderung bertumpu pada prinsip-prinsip agama berdasarkan wahyu, baik al-Quran maupun al-Quran. As-Sunnah.
Kata kunci: pendidikan Agama Islam, globalisasi, modernitas.
Full Text:
PDFReferences
Afrianty, D. (2012). Islamic education and youth extremism in Indonesia. Journal of Policing, Intelligence and Counter Terrorism, 7(2), 134–146. https://doi.org/10.1080/18335330.2012.719095
Ahmed, A. (2020). Between “Islamic” and “un-Islamic”: Navigating Religion at an American Islamic High School. Religious Education, 115(4), 384–399. https://doi.org/10.1080/00344087.2020.1729682
Ainna, A. F. N. (2019). Multicultural education and student tolerance at Islamic senior high school in Bali, Indonesia. International Journal of Innovation, Creativity and Change, 9(11), 77–88.
Al-Qardhawi, Y. (2001). al-Ṣaḥwah al-Islāmiyyah Bayn al-Ikhtilāf al-Mashrū’ Wa al-Tafarruq al-Madhmūm. Cairo: Dar As-Syuruq.
Al-Qardhawi, Y. (2009). Fiqh Al-Wasathiyyah Al-Islāmiyyah Wa At-Tajdīd Ma’ālimu Wa Manārātu. Cairo: Maktabah Wahbah. https://www.al-qaradawi.net/node/5066
Al-Refai, N. (2020). The impact of a mosque-based islamic education to young British Muslim Professionals. International Journal of Learning, Teaching and Educational Research, 19(9), 220–237. https://doi.org/10.26803/ijlter.19.9.12
Algera, H. (2002). Another look at character education in christian schools. Journal of Research on Christian Education, 11(2), 161–181. https://doi.org/10.1080/10656210209484937
Altınoğlu, E. (2018). Religious commitment or a textualist-traditionalist understanding of Islam? The impact of religious orientations upon social tolerance in Turkey. British Journal of Middle Eastern Studies, 45(5), 695–715. https://doi.org/10.1080/13530194.2017.1330135
Amri, M. (2018). Religious pluralism of the Indonesian traditional Islamic education institutions. Journal of Social Sciences Research, 4(12), 446–450. https://doi.org/10.32861/jssr.412.446.450
Arego, J. (2019). Medical pluralism and rationalities for HIV care utilization among discordant couples in Siaya County, rural western Kenya. International Journal of STD and AIDS, 30(9), 868–874. https://doi.org/10.1177/0956462419843691
Arifianto, A. R. (2019). Islamic Campus Preaching Organizations in Indonesia: Promoters of Moderation or Radicalism? Asian Security, 15(3), 323–342. https://doi.org/10.1080/14799855.2018.1461086
Arifin, S. (2016). Islamic religious education and radicalism in Indonesia: Strategy of de-radicalization through strengthening the living values education. Indonesian Journal of Islam and Muslim Societies, 6(1), 93–126. https://doi.org/10.18326/ijims.v6i1.93-126
Arthur, J. (2005). The re-emergence of character education in British education policy. British Journal of Educational Studies, 53(3), 239–254. https://doi.org/10.1111/j.1467-8527.2005.00293.x
Arzheimer, K. (2019). “Don’t Mention the War!” how Populist Right-Wing Radicalism Became (Almost) Normal in Germany. Journal of Common Market Studies, 57, 90–102. https://doi.org/10.1111/jcms.12920
Aşlamacı, İ. (2017). A model for Islamic education from Turkey: the Imam-Hatip schools. British Journal of Religious Education, 39(3), 279–292. https://doi.org/10.1080/01416200.2015.1128390
Baaken, T. (2020). Dissecting de-radicalization: Challenges for theory and practice in Germany. International Journal of Conflict and Violence, 14(2), 1–8. https://doi.org/10.4119/ijcv-3808
Bahri, M. (2014). Teaching religions in Indonesian Islamic higher education: From Comparative Religion to Religious Studies. Indonesian Journal of Islam and Muslim Societies, 4(2), 155–188. https://doi.org/10.18326/ijims.v4i2.155-188
Basya, M. H. (2011). The concept of religious pluralism in Indonesia: A study of the MUI’s fatwa and the debate among Muslim scholars. Indonesian Journal of Islam and Muslim Societies, 1(1), 69–93. https://doi.org/10.18326/ijims.v1i1.69-93
Bräuchler, B. (2010). The revival dilemma: Reflections on human rights, self-determination and legal pluralism in Eastern Indonesia. Journal of Legal Pluralism and Unofficial Law, 42(62), 1–42. https://doi.org/10.1080/07329113.2010.10756648
Brown, B. (2013). The two faces of religious radicalism: Orthodox zealotry and “holy sinning” in nineteenth-century hasidism in hungary and galicia. Journal of Religion, 93(3), 341–374. https://doi.org/10.1086/670273
Bruner, R. F., & Iannarelli, J. (2011). Globalization of Management Education. Journal of Teaching in International Business, 22(4), 232–242. https://doi.org/10.1080/08975930.2011.653908
Cavaggion, G. (2018). Western Constitutional Pluralism: An Unkept Promise to Cultural Minorities? Journal of Church and State, 60(2), 208–225. https://doi.org/10.1093/jcs/csx023
Chen, Y. (2015). A Situationist Lesson for Character Education: Re-conceptualising the Inculcation of Virtues by Converting Local Virtues to More Global Ones. Journal of Philosophy of Education, 49(3), 399–417. https://doi.org/10.1111/1467-9752.12114
Daryono. (2010). The transformation of land law in Indonesia: The persistence of pluralism. Asian Journal of Comparative Law, 5(1). https://doi.org/10.2202/1932-0205.1180
Daugherty, C. E. (2019). Deradicalization and disengagement: Exit programs in Norway and Sweden and addressing neo-Nazi extremism. Journal for Deradicalization, 21, 219–260.
Dronkers, J. (2016). Islamic Primary Schools in the Netherlands. Journal of School Choice, 10(1), 6–21. https://doi.org/10.1080/15582159.2015.1131508
Effendi, Y. R. (2020). The principal transformational leadership strategy in developing national policies for strengthening character education in eastern Indonesia. Italian Journal of Sociology of Education, 12(2), 51–78. https://doi.org/10.14658/pupj-ijse-2020-2-3
Elius, M. (2019). Islam as a religion of tolerance and dialogue: A critical appraisal. Journal for the Study of Religions and Ideologies, 18(52), 96–109.
Engelhardt, H. T. (2011). Confronting moral pluralism in posttraditional western societies: Bioethics critically reassessed. Journal of Medicine and Philosophy, 36(3), 243–260. https://doi.org/10.1093/jmp/jhr011
Everington, J. (2005). Adolescent attitudes to the “other”: Citizenship and religious education in England. Cardiff: University of Wales Press.
Francis, L. J. (2018). Evaluating the pilot Narnian Virtues Character Education English Curriculum Project: a study among 11- to 13-year-old students. Journal of Beliefs and Values, 39(2), 233–249. https://doi.org/10.1080/13617672.2018.1434604
Goodwin, A. L. (2020). Globalization, Global Mindsets and Teacher Education. Action in Teacher Education, 42(1), 6–18. https://doi.org/10.1080/01626620.2019.1700848
Hamm, I. (2012). Islamic perspective of education and teachers. European Journal of Social Sciences, 30(2), 223–235.
Hassan, F. (2012). Pluralism in Islam: A comparative study with western pluralism. European Journal of Scientific Research, 70(2), 220–227.
Haywood, I. (2002). George W.M. reynolds and ‘the trafalgar square revolution’: Radicalism, the carnivalesque and popular culture in mid-victorian England. Journal of Victorian Culture, 7(1), 23–59. https://doi.org/10.3366/jvc.2002.7.1.23
Hosen, N. (2012). Pluralism, fatwā, and court in Indonesia: The case of Yusman Roy. Journal of Indonesian Islam, 6(1), 1–16. https://doi.org/10.15642/JIIS.2012.6.1.1-16
Hussain, A. (2004). Islamic education: why is there a need for it? Journal of Beliefs and Values, 25(3), 317–323. https://doi.org/10.1080/1361767042000306130
Hussain, A. (2008). Recent Western Reflections on Islamic Education. Religious Education: The Official Journal of the Religious Education Association, 103(5), 579–585. https://doi.org/http://dx.doi.org/10.1080/00344080802427275
Jämte, J. (2020). From radical counterculture to pragmatic radicalism? The collective identity of contemporary radical left-libertarian activism in Sweden. Journal of the Study of Radicalism, 14(1), 1–36. https://doi.org/10.14321/jstudradi.14.1.0001
Keefer, M. (2006). A critical comparison of classical and domain theory: Some implications for character education. Journal of Moral Education, 35(3), 369–386. https://doi.org/10.1080/03057240600874547
Kinkead-Clark, Z. (2017). Early childhood care and education in Jamaica. Stakeholders’ perceptions of global influences on a local space. Early Child Development and Care, 187(10), 1484–1495. https://doi.org/10.1080/03004430.2017.1319825
Kostopoulou, E. (2016). From mosque to mosque: past and present images of Islamic space in Greece. Nationalities Papers, 44(5), 826–846. https://doi.org/10.1080/00905992.2016.1193728
Law, W. W., & Ho, W. C. (2009). Globalization, values education, and school music education in China. Journal of Curriculum Studies, 41(4), 501–520. https://doi.org/10.1080/00220270802372329
Liere, L. Van. (2014). Teasing islam: Islam as the other side of tolerance in contemporary dutch politics. Journal of Contemporary Religion, 29(2), 187–202. https://doi.org/10.1080/13537903.2014.903669
Machingambi, S. (2014). The Impact of Globalization on Higher Education: A Marxist Critique. Journal of Sociology and Social Anthropology, 5(2), 207–215. https://doi.org/10.1080/09766634.2014.11885625
Martín-González, J. J. (2016). “I have every reason to love England”: Black neo-Victorianism and transatlantic radicalism in Belinda Starling’s the Journal of Dora Damage (2007). NJES Nordic Journal of English Studies, 15(4), 190–207. https://doi.org/10.35360/njes.389
Mas’ud, A. (2019). Evolution and orientation of Islamic education in Indonesia and Malaysia. Journal of Indonesian Islam, 13(1), 1–20. https://doi.org/10.15642/JIIS.2019.13.1.21-49
Matlin, D. (2012). Social movements and radicalism in post-war american history. Historical Journal, 55(1), 263–275. https://doi.org/10.1017/S0018246X12000039
Milla, M. N. (2020). Attitude toward rehabilitation as a key predictor for adopting alternative identities in de-radicalization programs: An investigation of terrorist detainees’ profiles. Asian Journal of Social Psychology, 23(1), 15–28. https://doi.org/10.1111/ajsp.12380
Mukhibat, M. (2019). Virtual pesantren: New trend of Islamic education model in Indonesia. International Journal of Innovation, Creativity and Change, 5(2), 105–117.
Nasir Muhammadi Muhammad Jad. (2009). al-Ta’amul Ma’a Ghayr al-Muslimin fi ’Ahd al-Nabawi.
Nawi, A. (2020). Effective communication through problem-based learning in islamic education course at the higher institute of education. Jurnal Komunikasi: Malaysian Journal of Communication, 36(1), 20–40. https://doi.org/10.17576/JKMJC-2020-3601-02
Needles, B. E. (2010). Accounting education: The impact of globalization. Accounting Education, 19(6), 601–605. https://doi.org/10.1080/09639284.2010.501578
Nieto, S. (2013). Diversity, Globalization, and Education: What Do They Mean for Teachers and Teacher Educators? Kappa Delta Pi Record, 49(3), 105–107. https://doi.org/10.1080/00228958.2013.819183
Nurhabsyah. (2019). Pluralism and existence of ethnic diversity in Medan, Indonesia. International Journal of Scientific and Technology Research, 8(5), 16–20.
Revell, L. (2010). Religious education, conflict and diversity: An exploration of young children’s perceptions of Islam. Educational Studies, 36(2), 207–215. https://doi.org/10.1080/03055690903162390
Rihatno, T. (2020). The development of character education model using stop motion animation for elementary school students in Indonesia. International Journal of Advanced Science and Technology, 29(8), 103–109.
Rindrayani, S. (2020). The implementation of character education in Indonesia high school curriculum program. Universal Journal of Educational Research, 8(1), 304–312. https://doi.org/10.13189/ujer.2020.080137
Riswani, R. (2019). Achievement of gender mainstreaming in Islamic schooling based on the national education standard in Indonesia. Journal of International Women’s Studies, 20(9), 29–42.
Rosmiati, R. (2016). The effectiveness of learning model of basic education with character-based at universitas muslim Indonesia. International Journal of Environmental and Science Education, 11(12), 5633–5643.
Salamati, P. (2015). Both Islam and Christianity Invite to Tolerance: A Commentary on Dirk Baier. Journal of Interpersonal Violence, 30(20), 3479–3485. https://doi.org/10.1177/0886260514563837
Sarkadi. (2020). The policy of education based on character values for the best quality of education “an analysis of the zoning system policy imposed by ministry of education and culture in Indonesia.” Universal Journal of Educational Research, 8(8), 3423–3429. https://doi.org/10.13189/ujer.2020.080816
Shafa. (2020). Multicultural education-based instruction in teaching english for Indonesian islamic higher education. Asian EFL Journal, 27(32), 202–218.
Silay, N. (2014). A study of moral education and its relationship with character education. Mediterranean Journal of Social Sciences, 5(2), 353–358. https://doi.org/10.5901/mjss.2014.v5n2p353
Sirry, M. (2020). Muslim Student Radicalism and Self-Deradicalization in Indonesia. Islam and Christian-Muslim Relations, 31(2), 241–260. https://doi.org/10.1080/09596410.2020.1770665
Sokip. (2019). Incurring Islamic values in character education for the secondary schools in Indonesia. International Journal of Innovation, Creativity and Change, 7(3), 58–72.
Stafford, W. (2000). Shall we take the linguistic turn? british radicalism in the era of the french revolution. Historical Journal, 43(2), 583–594. https://doi.org/10.1017/S0018246X99001028
Subaidi. (2020). Strengthening character education in Indonesia: Implementing values from moderate Islam and the Pancasila. Journal of Social Studies Education Research, 11(2), 120–132.
Sukestiyarno, Y. (2019). Integrating character education in mathematics learning in Indonesia and Denmark. Journal of Physics: Conference Series, 1321(3). https://doi.org/10.1088/1742-6596/1321/3/032014
Sutarman. (2020). The religiosity and character values education of multingual program of madrasah Mu’Allimaat muhammadiyah yogyakarta Indonesia of industrial revolution era 4.0. Journal of Critical Reviews, 7(1), 487–492. https://doi.org/10.31838/jcr.07.01.96
Suyadi. (2019). Millennialization of islamic education based on neuroscience in the third generation university in yogyakarta Indonesia. Qudus International Journal of Islamic Studies, 7(1), 173–202. https://doi.org/10.21043/qijis.v7i1.4922
Suyanto, B., Sirry, M., & Sugihartati, R. (2019). Pseudo-Radicalism and the De-Radicalization of Educated Youth in Indonesia. Studies in Conflict and Terrorism, 0(0), 1–20. https://doi.org/10.1080/1057610X.2019.1654726
Syabuddin. (2020). The implementation of character education on the tarbiyah and teachers training faculty at the state Islamic University Indonesia (morality reinforcement approach). International Journal of Innovation, Creativity and Change, 12(12), 1–24.
Tartoussieh, K. (2011). Virtual citizenship: Islam, culture, and politics in the digital age. International Journal of Cultural Policy, 17(2), 198–208. https://doi.org/10.1080/10286632.2010.550683
Tight, M. (2021). Globalization and internationalization as frameworks for higher education research. Research Papers in Education, 36(1), 52–74. https://doi.org/10.1080/02671522.2019.1633560
Turner, J. (2020). Manufacturing the Jihad in Europe: The Islamic State’s Strategy. International Spectator, 55(1), 112–125. https://doi.org/10.1080/03932729.2020.1712136
Umar, A. (2018). History of campaign for rights in education of islamic and chinese school groups. International Journal of Civil Engineering and Technology, 9(4), 1584–1592.
Usman, A. (2017). Humanism in islamic education: Indonesian references. International Journal of Asia-Pacific Studies, 13(1), 95–113. https://doi.org/10.21315/ijaps2017.13.1.5
Utsumi, T. (2006). Global university system for engineering education in the age of globalization. European Journal of Engineering Education, 31(3), 339–348. https://doi.org/10.1080/03043790600644081
Watson, K. (2001). The Impact of Globalization on Educational Reform and Language Policy: Some Comparative Insights from Transitional Societies. Asia Pacific Journal of Education, 21(2), 1–18. https://doi.org/10.1080/02188791.2001.10600191
Weldon, P. A., Rexhepi, J., Chang, C. W., Jones, L., Layton, L. A., Liu, A., Mckibben, S., Misiaszek, G., Olmos, L., Quon, A., & Torres, C. A. (2011). Globalization and higher education in Southern California: Views from the professoriate. Compare, 41(1), 5–24. https://doi.org/10.1080/03057925.2010.532360
Wijsen, F. (2020). Editors’ Introduction: Radicalization and De-radicalization from the Perspective of Dialogical Self Theory. Journal of Constructivist Psychology, 33(3), 231–234. https://doi.org/10.1080/10720537.2019.1677534
Williams, C. (2010). An assessment of moral and character education in Initial Entry Training (IET). Journal of Military Ethics, 9(1), 41–56. https://doi.org/10.1080/15027570903523107
Winter, D. A. (2020). Cycles of Construing in Radicalization and Deradicalization: A Study of Salafist Muslims. Journal of Constructivist Psychology, 33(1), 58–88. https://doi.org/10.1080/10720537.2018.1536904
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.