Internalisasi nilai karakter religius nasionalis untuk mencegah paham transnasional radikal di Indonesia dan Jerman
DOI:
https://doi.org/10.20414/transformasi.v18i2.5886Keywords:
hujjah aswaja, nasionalis, radikal, religiusAbstract
[Bahasa]: Radikalisme menjadi masalah serius yang dihadapi bukan hanya Indonesia tetapi juga di berbagai negara. Kegiatan radikalisme ini memberikan gambaran bahwa negara tidak akan pernah lepas dari gerakan transnasional radikal. Internalisasi nilai karakter religius nasionalis diperlukan untuk mencegah semakin merebaknya paham ekstrim tersebut. Pengabdian kepada masyarakat ini dilaksanakan sebagai bentuk kepedulian dan kerjasama antara Indonesia dan Jerman untuk menciptakan suasana keberagamaan yang inklusif. Tujuan pengabdian kepada masyarakat ini adalah memberikan sumbangsih pemikiran melalui pelatihan para diaspora Islam Indonesia dalam beragama di tengah gempuran ekstrimisme barat. Metode yang digunakan adalah pelatihan yang diselenggarakan secara daring dalam 2 fase. Fase pertama berupa pelatihan Hujjah Aswaja untuk memberikan edukasi pemahaman toleransi dan semangat moderasi beragama. Fase kedua berupa pendampingan internalisasi nilai karakter religius nasionalis secara massif selama 3 bulan. Hasil pengabdian kepada masyarakat ini menunjukkan peningkatan wawasan kebangsaan dan keagamaan yang signifikan. Kegiatan ini mampu memberikan stimulus nasionalisme Indonesia bagi diaspora yang sedang berada di Jerman khususnya dan menjadi bekal memaknai keberagaman dalam perspektif Ahlussunnah Wal Jama’ah (Aswaja) di Jerman.
Kata Kunci: hujjah aswaja, nasionalis, radikal, religius
[English]: Radicalism is a severe issue that affects many nations, not just Indonesia. This radicalism activity shows how the nation will always be connected to radical international movements. Internalization of nationalist religious character values is needed to prevent the spread of extremist ideology. This community service was a form of concern and cooperation between Indonesia and Germany to create an inclusive religious atmosphere. This community service aims to contribute ideas through training Indonesian Islamic diasporas in religion amid the onslaught of western extremism. The method used was training that was held online in two phases. The first phase was Hujjah Aswaja training to provide education on understanding tolerance and the spirit of religious moderation. The second phase was the assistance in internalizing nationalist religious character values on a massive scale for three months. The results show a significant increase in nationalism and religious insight. This community service program can provide a stimulus for Indonesian nationalism for diasporas who are in Germany in particular and become provisions for interpreting diversity from the perspective of Ahlussunnah Wal Jama'ah (Aswaja) in Germany.
Keywords: hujjah aswaja, nationalism, radical, religious
Downloads
References
Abdullah, M. H., & Yani, M. T. (2009). Wacana Islam Inklusif dalam Kuliah Pendidikan Agama Islam di Perguruan Tinggi Umum. Jurnal Nadwa IAIN Walisongo, 3(1).
Ali, N., Afwadzi, B., Abdullah, I., & Mukmin, M. I. (2021). Interreligious Literacy Learning as a Counter-Radicalization Method: A New Trend among Institutions of Islamic Higher Education in Indonesia. Islam and Christian–Muslim Relations, 32(4), 383–405. https://doi.org/10.1080/09596410.2021.1996978
Al-Zewairi, M., & Naymat, G. (2017). Spotting the Islamist Radical within: Religious Extremists Profiling in the United State. Procedia Computer Science, 113, 162–169. https://doi.org/10.1016/j.procs.2017.08.336
Bowling, R. L. (2021). Religious Literacy and Interfaith Cooperation: Toward a Common Understanding. Religious Education, 117(1), 4–18. https://doi.org/10.1080/00344087.2021.1983286
Boyatzis, R. E. (2010). Transforming qualitative information: Thematic analysis and code development (Nachdr.). Sage.
Burns, N., & Grove, S. (2005). The Practice of Nursing Research: Conduct, Critique, & Utilization (5 edition). Saunders.
Chanifah, N., Hanafi, Y., Mahfud, C., & Samsudin, A. (2021). Designing a spirituality-based Islamic education framework for young muslim generations: A case study from two Indonesian universities. Higher Education Pedagogies, 6(1), 195–211. https://doi.org/10.1080/23752696.2021.1960879
Dinham, A. (2015). Grace Davie and Religious Literacy: undoing a lamentable quality of conversation. In A. Day & M. Lovheim, (Eds.). Modernities, Memory and Mutations: Grace Davie and the Study of Religion. Oxon: Routledge. Dikases di https://www.routledge.com/Modernities-Memory-and-Mutations-Grace-Davie-and-the-Study-of-Religion/Day-Lovheim/p/book/9781472436177
Dinham, A. (2017). Religious literacy in public and professional settings. In The Routledge Handbook of Religion, Spirituality and Social Work. Routledge. Diakses di https://www.routledgehandbooks.com/doi/10.4324/9781315679853.ch28
Doucet, M., Pratt, H., Dzhenganin, M., & Read, J. (2022). Nothing About Us Without Us: Using Participatory Action Research (PAR) and arts-based methods as empowerment and social justice tools in doing research with youth ‘aging out’ of care. Child Abuse & Neglect, 130, 105358. https://doi.org/10.1016/j.chiabu.2021.105358
Fogg, C., Lanning, E., Shoebridge, J., Longstaff, J., De Vos, R., Dawson-Taylor, K., Glanville-Hearson, A., Carpenter, D., Court, S., Brown, T., Heiden, E., & Chauhan, A. (2022). The role of Participatory Action Research in developing new models of healthcare: Perspectives from participants and recommendations for ethical review and governance oversight. Ethics, Medicine and Public Health, 24, 100833. https://doi.org/10.1016/j.jemep.2022.100833
Gadamer, H.-G. (1989). Truth and method (2., rev. ed). Crossroad.
Hanafi, Y., & Ikhsan, M. A. (2019). Prosecuting The House of God: The Irony of Rights to Freedom of Worship for Dhimmi Minority in Indonesia. Justicia Islamica, 16(1), 1–20. https://doi.org/10.21154/justicia.v16i1.1535
Hanafi, Y., Saefi, M., Diyana, T. N., Ikhsan, M. A., Faizin, N., Thoriquttyas, T., & Murtadho, N. (2022). Students’ perspectives on religious moderation: A qualitative study into religious literacy processes. HTS Teologiese Studies / Theological Studies, 78(1). https://doi.org/10.4102/hts.v78i1.7638
Hinton, K. E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planning.
Ibrahim, I., Wulansari, D., & Hidayat, N. (2017). Radicalism in Indonesia and the Reflective Alternatives to Reduce. PEOPLE: International Journal of Social Sciences, 3(3), 1554–1564. https://doi.org/10.20319/pijss.2018.33.15541564
Ikhsan, M. A. (2017a). Fikih HAM dan Hak Kebebasan Beribadah Minoritas Dzimmi di Indonesia. Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan, 2(1), 34-40. http://dx.doi.org/10.17977/um019v2i12017p034
Ikhsan, M. A. (2017b). Nilai-Nilai Cinta Tanah Air dalam Perspektif Al-Quran. Jurnal Ilmiah Pendidikan Pancasila Dan Kewarganegaraan, 2(2), 108–114. https://doi.org/10.17977/um019v2i22017p108
Ikhsan, M. A. (2019). Al-Quran dan Deradikalisasi Paham Keagamaan di Perguruan Tinggi: Pengarusutamaan Islam Wasathiyah. Al-Bayan: Jurnal Ilmu al-Qur’an Dan Hadist, 2(2), 98–112. https://doi.org/10.35132/albayan.v2i2.71
Katoppo, M. L., & Sudradjat, I. (2015). Combining Participatory Action Research (PAR) and Design Thinking (DT) as an Alternative Research Method in Architecture. Procedia - Social and Behavioral Sciences, 184, 118–125. https://doi.org/10.1016/j.sbspro.2015.05.069
Kinpaisby-hill, M. C. (2020). Participatory Action Research. In International Encyclopedia of Human Geography (pp. 9–16). Elsevier. https://doi.org/10.1016/B978-0-08-102295-5.10849-2
Labiba, S. (2021). Pembelajaran Aswaja untuk Menangkal Paham Radikalisme Intoleran pada Peserta Didik di MA Maarif Al-Asy’ari Ranggeh Pasuruan. Turatsuna?: Jurnal Keislaman Dan Pendidikan, 3(1), 122-138. Diakses di http://download.garuda.kemdikbud.go.id/article.php?article=2954961&val=26305&title=PEMBELAJARAN%20ASWAJA%20UNTUK%20MENANGKAL%20PAHAM%20RADIKALISME%20INTOLERAN%20PADA%20PESERTA%20DIDIK%20DI%20MA%20MAARIF%20AL-ASYARI%20RANGGEH%20PASURUAN
Llorent-Bedmar, V., Cobano-Delgado Palma, V. C., & Navarro-Granados, M. (2020). Islamic religion teacher training in Spain: Implications for preventing islamic-inspired violent radicalism. Teaching and Teacher Education, 95, 103138. https://doi.org/10.1016/j.tate.2020.103138
Muin, F., & Aspihanto, A. (2017). Sinergi Terhadap Pencegahan Terorisme dan Paham Radikalisme. Law Research Review Quarterly, 3(1), 73-90. Diakses di https://garuda.kemdikbud.go.id/documents/detail/1689426
Neuendorf, K. A. (2001). The Content Analysis Guidebook (1st edition). SAGE Publications, Inc.
Pedersen, L. (2016). Religious Pluralism in Indonesia. The Asia Pacific Journal of Anthropology, 17(5), 387–398. https://doi.org/10.1080/14442213.2016.1218534
Pohl, F. (2017). Islam, State, Civil Society, and Education. In H. Daun & R. Arjmand (Eds.), Handbook of Islamic Education (pp. 1–23). Springer International Publishing. https://doi.org/10.1007/978-3-319-53620-0_18-1
Rahardjo, T. (2017). Radikalisme di Kalangan Mahasiswa sudah Mengkhawatirkan. Lembaga Ilmu Pengetahuan Indonesia (LIPI). Diakses di http://lipi.go.id/berita/single/RADIKALISME-DI-KALANGAN-MAHASISWA-SUDAH-MENGKHAWATIRKAN/18630
Rifa’i, A., Prajanti, S. D. W., & Alimi, M. Y. (2017). Pembentukan Karakter Nasionalisme melalui Pembelajaran Pendidikan Aswaja pada Siswa Madrasah Aliyah Al Asror Semarang. Journal of Educational Social Studies, 6(1), 7-19. https://doi.org/10.15294/jess.v6i1.16250
Saefudin, A., & Fatihah, A. F. A. (2020). Islamic Moderation Through Education Characters of Aswaja An-Nahdliyyah. Nazhruna: Jurnal Pendidikan Islam, 3(2), 160-179. https://doi.org/10.31538/nzh.v3i2.594
Schwartz-Shea, P., & Yanow, D. (2012). Interpretive research design: Concepts and processes. Routledge. https://doi.org/10.4324/9780203854907
Shaheen, M., Mayhew, M. J., & Staples, B. A. (2021). StateChurch: Bringing Religion to Public Higher Education. Religions, 12(5), 336. https://doi.org/10.3390/rel12050336
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
Suyanto, B., Sirry, M., & Sugihartati, R. (2022). Pseudo-Radicalism and the De-Radicalization of Educated Youth in Indonesia. Studies in Conflict & Terrorism, 45(2), 157–172. https://doi.org/10.1080/1057610X.2019.1654726
Syarif, N. (2021). Aswaja (Ahl Sunnah Wal Jamaah), NU dan Negara Islam. Diakses di http://digilib.uinsgd.ac.id/36914/
UNESCO. (1995). Declaration of Principles on Tolerance. Diakses di https://unesdoc.unesco.org/ark:/48223/pf0000151830
Wahyudin, D. (2017). Pendidikan Aswaja sebagai Upaya Menangkal Radikalisme. Dinamika Penelitian: Media Komunikasi Sosial, 17(2), 291-314. https://doi.org/10.21274/dinamika.2017.17.2.291-314
Ye?ilova, H. (2010). Justice, Human Rights, and the Quasi-Civil Society in a Muslim Context. European Journal of Economic and Political Studies, 3(2), 127–144.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Faris Khoirul Anam, M. Alifudin Ikhsan, Yusuf Hanafi, Abdul Adzim

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.