non-Muslim Students Research Articles

Religious moderation in Islamic religious education textbook and implementation in Indonesia

This study aims to investigate the concept of religious moderation in the form of values contained in Islamic religious education textbooks at the junior high school level and to analyse how these values are implemented in Bandung, West Java schools. This article employs qualitative data collection techniques, including a literature review, observation, and interviews. The study finds that the content of moderation values, such as non-violence, egalitarianism and fairness, and tolerance, aligns with the Indonesian government’s religious moderation pillars. The study also reveals that the implementation of moderation values has been carried out, especially by Islamic religious education teachers, resulting in a safe and respectful school environment for Muslim and non-Muslim students alike. The implementation of non-violence values aims to prevent students from being exposed to extremist Islamic groups. Meanwhile, egalitarianism and fairness values emphasise the equality of every human being and place every religious community in a middle position between two opposite poles. Lastly, tolerance values emphasise the importance of religious freedom and the principle of national commitment, requiring every person and religious community to maintain their national commitment without feeling that their group has the highest rank. Furthermore, the study discovered that the implementation of moderation values based on textbooks had been carried out, particularly in two schools in Bandung City that involved the collaborative participation of students and teachers.Contribution: This finding contributes to the study of religious moderation in the general school at the primary education level. Until now, the study of religious moderation has mostly focused on the discourse of social movements and the atmosphere of Islamic education, namely Islamic boarding schools.

The Formalization of Islamic Attire for Students: Differentiation of Discrimination and Intolerance Paradigms in the Case of Perkada Sharia in West Sumatra

The law on regional autonomy enacted by the central government is like the horns of a dilemma. The central government considers the formalization of religious aspects as a threat to national and state stability, as demonstrated by regional head regulations (Perkada) requiring students in West Sumatra to wear a veil or hijab. This qualitative research employed interviews, observation, and a study of the Supreme Court decision document No. 17/P/HUM/2021. Data were analyzed using normative juridical approaches and Islamic law through several stages, including data reduction, data display, and verification. This research found that the case arose as a result of an allegation that the school forced non-Muslim students to wear veils, which went viral on social media. In response to this allegation, the central government issued a Joint Decree (SKB) of Three Ministers canceling Perkada Number 451.442/BINSOS-III/2005. LKAAM, the customary holder of the Minangkabau community in West Sumatra, then petitioned the Supreme Court for a judicial review. The Supreme Court granted the LKAAM's request, ruling that the SKB was invalid and ordering the three ministries to revoke it. This case's substance alludes to at least two types of debate. First, the three ministers assumed the petitioner and the Supreme Court had no legal standing, while the Supreme Court's decision stated otherwise. Second, the central government viewed the people of West Sumatra through their local government as discriminatory, intolerant, ignoring children's religious aspirations, and ignoring higher regulations, whereas the Supreme Court decision contradicted the three ministers' arguments and supported the LKAAM argument. As a result, LKAAM won legally but not necessarily politically because the central government had labeled the people of West Sumatra as discriminatory and intolerant.

The Value of Religious Tolerance in the Interpretation of the Qur'an and its Relevance in Learning in Higher Education

· This paper tries to reveal the values of tolerance in the Qur'an through the interpretation of The Glorious Kur'an by Yousuf Ali and The Message of Qur'an by M. Asad. After an in-depth study of the verses that are the focus of study in the two works of interpretation, the author finds values of tolerance such as, prohibition against denouncing the deities of other religions, prohibition of degrading people of other religions, may dialogue/debate with followers of other religions, freedom of religion, prohibition of forcing others to follow religion, belief, religious law, or moral law that we believe, do not hate followers of other religions, and always huznudzan against them, as well as acknowledging the existence of other religions. After finding the values of tolerance above, the author tries to reveal the relevance of these values to the learning of Al-Islam and Kemuhammadiyahan (AIK) at the University of Muhammadiyah Surakarta (UMS) through field research. Field data were obtained through observation and interviews. Broadly speaking, AIK learning at UMS can be categorized into three learning models: 1. Baitul Arqam: semesters 1-2 (for Muslim students), 2. Classical Learning: semesters 1-2 (specifically for non-Muslim students), 3. Classical Learning: semesters 3-4 (for Muslim and non-Muslim students). After in-depth research, it was found that the various tolerance values mentioned above are in accordance with AIK learning at UMS.

The Neglected Strategy of Women Economic Empowerment: Economic Advantages of The Hijab Experiences from Female Undergraduate Students in Tanzania

This qualitative study was undertaken to explore the economic advantages of wearing the Hijab among the Muslim and non-Muslim female undergraduate students at the Muslim University of Morogoro (MUM) , Tanzania. Three Muslim and three non-Muslim students of different ages, years of study and programmes from MUM were randomly selected as respondents. Semi-structured in-depth interviews were used to collect primary data while secondary data sources included the relevant documents such as official documents, journal articles and proceedings. The interviews were transcribed, coded, classified and then analyzed. The content analysis method was used for analyzing the documents. The findings of this study revealed that wearing of the Hijab to a large extent is an effective strategy for empowering women not only socially but also economically. The study, therefore, recommends that further exploration be carried out to further explore the economic advantages of wearing the Hijab among female undergraduate students in Tanzania, particularly through quantitative-based research.

Islam Wasathiyah

Wasatiyah Islam is a religious interpretation with the principles of justice, tolerance, and upholding humanity despite different religions, ethnicities, ethnicities and customs. This is the face of Islam that Muhammadiyah believes in and implements in its various charities. The aims of this study were (i) to identify how non-Muslim students perceive religious education materials; (ii) to analyze the behavior of lecturers in displaying Islamic wasathiyah; and (iii) to analyze the interaction of Muslim and non-Muslim students in the implementation of Wasathiyah Islam. This research is descriptive and quantitative by utilizing the frequency distribution. Respondents in this study were 25 non-Muslim students at the Muhammadiyah University of Palopo. The research results show that; first, non-Muslim students have a good perception of AIK material, which has included wasatiyah principles in it. Second, the behavior of lecturers has shown fairness and equality in granting rights to Muslim and non-Muslim students, according to wasatiyah principles. Third, the interaction of Muslim and non-Muslim students takes place with the principles of equality and justice. The implication of the results of this research is that every educational institution must be open to adherents of other religions to continue their studies. With the principles of Wasatiyah Islam, religious education can be carried out, even for non-Muslim students
 Keywords: Islam, Wasatiyah, Religious Education, Non-Muslim, Muhammadiyah

Model of Multicultural Education In Religion As A Strengthening Strategy The Character of Tolerance In Early Childhood

Multiculturalism is a nation's priceless wealth, as a potential that must be developed and fostered; otherwise, if this diversity is not developed and nurtured correctly, it will grow into something frightening that impacts intolerance between communities. This research was conducted in formal institutions at the early childhood level. This study uses a qualitative approach. Data collection techniques using observation, interviews, and documentation. Data analysis techniques use the theory of Miles and Huberman, namely data condensation, data presentation, and inference. This research concludes that the multicultural model in religion can be implemented in three forms: Content Integration, Equitable Pedagogy, and Empowering School Culture and Social Structure. First, this Content Integration can be carried out with the learning center model by providing examples that occur in everyday life from various points of view; this activity is structured in three stages: opening, core, and closing. Second, in applying equitable pedagogical education, namely praying according to their respective beliefs, there is no difference between Muslim and non-Muslim students. Still, activities that contain religious elements are carried out differently. Third, in applying cultural empowerment, empowering school culture and the social structure includes routine and exemplary habituation activities.

THE INFLUENCE OF PERCEPTIONS AND LIFESTYLE OF COLLEGE STUDENTS ON INVESTMENT INTEREST IN ISLAMIC MUTUAL FUNDS DURING THE COVID-19 PANDEMIC

The Covid-19 pandemic has an impact on the economy which is getting worse, so investment is one way out that needs attention as an alternative source of income from the returns generated. This study aims to analyze the influence of perceptions and lifestyles of students on interest in investing in Islamic mutual funds during the Covid19 pandemic. This study uses a cross sectional study design, with the SEM-PLS analysis method. The population of this study were undergraduate students throughout Indonesia. Respondents were selected by voluntary sampling with a total of 100 respondents. Muslim students have better perceptions and higher investment interest in Islamic mutual funds, and have a hedonic lifestyle compared to non-Muslim students. Then, students with good perceptions of Islamic mutual funds and having a frugal lifestyle have an effect on increasing interest in Islamic mutual fund investment. Students are expected to increase their interest in investing in Islamic mutual funds by changing their previously hedonic lifestyle to a frugal lifestyle, this can be done by starting to make financial plans for the long, medium and short term and prioritizing needs to be able to meet financial goals in the future.

FACTORS AFFECTING NON-MUSLIM STUDENTS OF FACULTY OF HUMANITIES OF UNIVERSITAS INDONESIA TOWARDS ARABIC

Arabic is a foreign language commonly spoken by many people all over the world; moreover, internationally, it plays such a strategic role. Nevertheless, Indonesian non-Muslims have a relatively low interest in Arabic. We can observe it from the relatively low number of non-Muslims who major in Arabic literature in various universities all over Indonesia. Therefore, this is such an interesting phenomenon to be studied. We think that this phenomenon takes place due to their inappropriate or incorrect perceptions towards Arabic. This study is aimed at identifying various factors affecting the perception of non-Muslim students of Faculty of Humanities of Universitas Indonesia (FIB-UI) in the Class of 2020 towards Arabic. This study employs a quantitative method with a descriptive approach. The participants in this study are non-Muslim students of Faculty of Cultural Sciences of Universitas Indonesia (FIB-UI) in the Class of 2020 with the samples amounting to 53 persons. To process the data of the study, we employ an exploratory factor analysis method. Based on the results of the study, it is found out that there are 5 factors affecting their perceptions such as the introduction factor, the Arabic characteristic factor, the assessment/assumption factor, the language-as-a-religious-identity factor, and the stereotypes-of-the-Muslims factor.

RELIGIOUS EDUCATION, DIVERSITY, AND CONFLICT RESOLUTION: A Case Study of Universitas Pendidikan Indonesia Lab School in Building a Culture of Tolerance and Interreligious Dialogue

Building a culture of tolerance and interreligious dialogue is one of the important agendas for creating religious harmony in various contexts. This study analyzes the concept of religious education and conflict resolution initiated by Universitas Pendidikan Indonesia Lab School in building a culture of tolerance and interfaith dialogue among Muslim and non-Muslim students. UPI Lab School is an educational institution with diverse students from different religious backgrounds. This research used a qualitative approach and descriptive case study method by collecting data through interviews, observation, and documentation. The data analysis employed the Miles and Huberman procedure framework through three stages: data reduction, data display, and conclusion drawing/verification. The result showed several findings: 1) the internalization of religious moderation is manifested in the school’s curriculum and learning process, 2) the learning model is based on freedom and non-coercion and builds a moderate and dynamic discussion space, 3) the school carries out conflict resolution and inter-religious dialogue by communicating with non-Muslim parents and external parties to avoid misunderstanding, and 4) the strengthening of religious identity is built through open discussion based on freedom of opinion for every student, without any form of coercion and discrimination.

RELIGIOUS EDUCATION, DIVERSITY, AND CONFLICT RESOLUTION: A Case Study of Universitas Pendidikan Indonesia Lab School in Building a Culture of Tolerance and Interreligious Dialogue

Building a culture of tolerance and interreligious dialogue is one of the important agendas for creating religious harmony in various contexts. This study analyzes the concept of religious education and conflict resolution initiated by Universitas Pendidikan Indonesia Lab School in building a culture of tolerance and interfaith dialogue among Muslim and non-Muslim students. UPI Lab School is an educational institution with diverse students from different religious backgrounds. This research used a qualitative approach and descriptive case study method by collecting data through interviews, observation, and documentation. The data analysis employed the Miles and Huberman procedure framework through three stages: data reduction, data display, and conclusion drawing/verification. The result showed several findings: 1) the internalization of religious moderation is manifested in the school’s curriculum and learning process, 2) the learning model is based on freedom and non-coercion and builds a moderate and dynamic discussion space, 3) the school carries out conflict resolution and inter-religious dialogue by communicating with non-Muslim parents and external parties to avoid misunderstanding, and 4) the strengthening of religious identity is built through open discussion based on freedom of opinion for every student, without any form of coercion and discrimination.

Penyesuaian Diri Pada Mahasiswa Non Muslim di Kampus Islam

This study aims to examine and explore the process of self-adjustment of non-Muslim students studying at the Islamic Education Institute Foundation (YLPI) Faculty of Psychology, Islamic University of Riau. A phenomenological qualitative approach is used in this study. The participants of this study were 2 students and 1 female student of the psychology faculty who are Christian and come from the Batak and Minahasa ethnic groups, who are currently studying in semesters I, V and VII. The results of the research show that carrying out the process of adjustment by conformity, fostering positive perceptions, motivating oneself to learn, conducting effective communication, building relationships, and being active in self-development activities. Then the desire to become a psychology graduate from a quality campus, the dispensation of college lecturers teaching Islamic subjects, an atmosphere of campus life that is full of tolerance for religious and cultural differences, as well as non-discriminatory social support, makes non-Muslim students able to adapt to existing policies at UIR, and feel comfortable studying at the psychology faculty of Universitas Islam Riau.

The Multicultural Islamic Education at Muhammadiyah University of Mataram

This study aimed to determine the responses of non-Muslim students to AIK (Al-Islam and Kemuhammadiyahan) learning materials and the factors behind their responses to AIK learning. This quantitative field research applied a case study model where the respondents and the sample in this study were non-Muslim students at the Faculty of Social and Political Sciences (Fisipol) University of Muhammadiyah Mataram (UMMAT), which were taken through a systemic purposive sampling. After that, the data collection was carried out using closed and mixed questionnaires. Then all data were analyzed using percentile descriptive statistical analysis techniques and drawn to a conclusion using deduction and induction methods. The results of this study were first: the response of non-Muslim students to Al-Islam and Kemuhammadiyahan (AIK) learning materials was very positive by attending all meetings held by AIK lecturers, both online and offline meetings. This is evidenced by the data processing results showing that the majority of students stated that they were satisfied as much as 62%, while 8% said they were very satisfied, and as many as 30% said they were quite satisfied. Second, the factors behind the response of non-Muslim students to AIK learning are: 1) campus policies that require all students, both Muslim and non-Muslim, to take AIK courses, 2) awareness that arises in students to know Islam more even though in the end it did not become their belief, 3), the desire to realize the nature of religious tolerance in fellow students on the UMMAT campus.

Multicultural-Based Islamic Religious Education (PAI) at SMP Sapta Andika Denpasar

It is still found that students find it difficult to accept differences, respect others, and do not behave well by applying good morals at school is a separate problem in PAI learning. Especially at SMP Sapta Andika Denpasar-Bali, is unique in the number of Muslim students who are dominant but still provide religious lessons in the other five religions. The purpose of this research is in addition to wanting to know how the management of multicultural-based PAI learning in the school, also what conflict management has been implemented, and the extent to which the level of awareness is tolerant among fellow stakeholders in the school. This type of research is field research, using a descriptive qualitative approach. The findings in this study, Multicultural-Based Islamic Education Learning Planning at SMP Sapta Andika Denpasar do not yet have a specific plan and multicultural values are not listed in detail in the learning tools. However, in practice, PAI teachers have implemented multicultural-based PAI learning, and always link the material with existing facts, this is done so that students are more sensitive to the diverse surrounding environment. Evaluation of multicultural-based Islamic religious education learning at SMP Sapta Andika is by the implementation of multicultural-based PAI learning evaluation which includes three domains, namely cognitive, psychomotor, and affective. Likewise for non-Muslim students who receive adjusted religious education learning, because non-Muslim students already have their religious teacher, then the one who has the right in the assessment is the religious teacher concerned. So the steps that need to be taken, it is necessary to integrate the implementation of multicultural-based Islamic religious education into learning planning.

Implementation of Teaching and Learning (PdP) of Moral Education in Preschool

Appreciation of the pure values of preschool students can be applied through the introduction of scientific disciplines, especially in Teaching and Learning (PdP) of Moral Education. For some country, the goal of Moral Education is focused on the shaping of virtuous people in three domains, namely (i) moral reasoning, (ii) moral emotions and (iii) moral behaviour toward non-Muslim students by implementing the National Preschool Curriculum Standard (KSPK) based on 14 universal values by preschool teachers. This paper is to study the implementation of teaching and learning by them as one of the reason to build citizen in the community with good moral behavior and reduce the immoral culture among individual. However, based on the review of the previous ideas, there are various issues related to the implementation of Moral Education at the preschool level. The study reviews by an analysis systematic method uses one databases from Google Scholar and the Google search engine. The search finding is to identify issues and suggestions to improve the teaching practice of Moral Education. As a result, there are five issues involved to the implementation of Moral Education include the aspect of teacher pedagogical skills dan parental involvement. Each section is discussed in detail to get an overview of the issues that occur both in the country and abroad. In addition, this paper also provides some suggestions such as narrative and habituation method in teaching sessions to improve the teaching practice of Moral Education to be more effective. Further research on this topic is expected to enlighten people involved such as the ministry, schools and the community about the importance of implementing Moral Education for preschool students.

An Overview of Akhlak and Moral Concepts and Their Relevance to Moral Education in Malaysia

Moral Education (ME) in Malaysian context is closely related to “akhlak” and moral concept. The use of the terms “akhlak” and moral in achieving the goal of forming people with noble character through the subject of ME has been influenced by Islam as the official religion of Malaysia and the diversity of religious beliefs in the Malaysian community. Moral Education is a complex subject in Malaysia, not only because it is studied by non-Muslim students of various religious beliefs, but also because it may probably be taught by Muslim teachers. Based on a review of theories and previous researches, this paper will discuss the basic principles of "akhlak" and moral and their relationship with the formation of people with noble characters through the ME subject in Malaysia. This paper contributes to the possibility of aligning “akhlak” and moral concepts in order to achieve the goal of forming people with noble characters through the ME subject. Hence, this paper expands on existing literature to better understand the complexities underlying ME subject due to the diversity of religious beliefs among ME teachers and students.

Religious practice and student performance: Evidence from Ramadan fasting

We investigate how the intensity of Ramadan affects educational outcomes by exploiting spatio-temporal variation in annual fasting hours. Longer fasting hours are related to increases in student performance in a panel of TIMSS test scores (1995–2019) across Muslim countries but not other countries. Results are confirmed in a panel of PISA test scores (2003–2018) allowing within country-wave comparisons of Muslim to non-Muslim students across Europe. We provide evidence that a demanding Ramadan affects PISA test scores of Muslim students only in cohorts with a large share of co-religionists. This finding is consistent with the hypothesis that shared experiences during more intensive Ramadans facilitate the formation of social capital and a social identity conducive to learning outcomes.

Analisis Kritis Pemberitaan Pemaksaan Pengunaan Jilbab bagi Siswi Non Muslim SMKN 2 Padang di Metro TV

The news about the “forced” hijab for non-Muslim students at SMKN 2 Padang was crowded and became a national conversation. The mass media examines it from various sides with different emphases and approaches, one of which is the national media Metro TV. This study aims to see the construction and discourse built by Metro TV news that raised the case using the Critical Discourse Analysis, Teun van Dijk. The method used is descriptive qualitative with a critical paradigm. The study results show that Metro TV news considers the case part of intolerance, so the existing rules must be revised. The power used by Metro TV through the media channels is used to present two sources with different views. However, questions and conveying Metro TV's opinions led to the agreement that this case was part of the error in the regulations of the local government and the school.Keywords: Critical discourse analysis, Teun A. Van Dijk, corruption news discourse

Urgensi Dan Signifikansi Pendekatan Multikultural Dalam Pendidikan Agama Islam

Islamic religious education is a subject that is developed from the basic teachings contained in the Islamic religion. Islamic religious education subjects do not only lead students to master various Islamic teachings. But the most important thing is how students can practice these teachings in everyday life. Learning Islamic religious education based on multiculturalism is one of the learning models of Islamic religious education which is linked to the diversity that exists, whether it's the diversity of religions, ethnicities, languages and so on. This is done because there are many schools with various students who are very diverse, there are different religions, ethnicities, languages, tribes, and so on. Learning Planning of Multicultural-Based Islamic Religious Education students who are non-Muslims are given the freedom to participate in class as passive participants or leave the class and be directed to the library. The Implementation of Multicultural-Based Islamic Religious Education Learning went on as usual and the non-Muslim students apparently preferred to take part in class rather than have to leave class even though there was already a policy from school that they were allowed outside the class.

ACCEPTANCE OF INTERFAITH VALUES: A CASE STUDY OF ISLAMIC RELIGIOUS EDUCATION IN NON-MUSLIM STUDENTS

Abstract: This study aims to understand the meaning of the acceptance of interfaith values ​​in learning Islamic religious education for non-Muslim students at STKIP Muhammadiyah Manokwari. Instilling multicultural values, tolerance and pluralism as well as building the character of non-Muslim students. the paradigm of social constructivism used, with a qualitative approach, as well as the type of case study research used in this study. The results of the study showed that non-Muslim students already had good religious, honest (sidq) attitudes (jihad), discipline, consistency (istiqomah), and tolerance (tassamuh) after receiving Al-Islam and Kemuhammadiyahan learning which was integrated with values. Islamic values ​​and understanding of kemuhammadiyahan. Another acceptance is that they are enthusiastic and happy during learning and when doing assignments. Self-confidence in understanding Islamic teachings even though they are non-Muslims and mutual respect between one student and another.

Interfaith Social Relations Among Muslim-Non-Muslim Students: Portraying Religious Harmony in the School

<p class="07KatakunciKeywords"><span>This research aims to reveal: 1) How are the conditions of interfaith social interaction between Muslim and non-Muslim students at SMAN 1 Kandangan Kediri? 2) What is the role of Islamic <a name="_Hlk109900957"></a>education teachers in building <a name="_Hlk109901194"></a>interfaith social interactions between Muslim and non-Muslim students? 3) What is the impact of understanding interfaith social attitudes by Islamic education teachers on students? This research used a qualitative approach conducted at SMAN 1 Kandangan Kediri. The data were collected through observations, interviews, and documentation. Informants in this study were Islamic education teachers, students of SMAN 1 Kandangan Kediri, and Christian education teachers. Meanwhile, data analysis was carried out using data reduction, data presentation, and drawing conclusions. The results of this study revealed that 1) the condition of interfaith social interaction showed a quite harmonious attitude, and it did not show any indications leading to division. 2) Islamic education teachers played a key role as an example of a figure forming students' interfaith social attitudes. 3) The impact on students included being more democratic, wiser in performing religious rituals, a high social spirit, more solid in cooperation, and respecting and appreciating each other.</span></p>