Religious Moderation Education in the Relationship between Islamic Boarding Schools and the Chinese Ethnicity in the Chinatown of Rembang City
DOI:
https://doi.org/10.51468/jpi.v5i2.379Keywords:
Religious Moderation Education, The Islamic Boarding School, The Chinese EthnicityAbstract
In a socio-cultural context, 94% of the population in Lasem is of Chinese ethnic descent, and 4% are of native descent, which is why Lasem is better known as "kota pecinan" or the Chinatown city. The relationship between Pondok Pesantren Kauman and the Chinese ethnic community in Chinatown is a rare and unique phenomenon rich in values of moderate religious education, making it important to be studied. This qualitative descriptive research utilizes a phenomenological approach to examine the practice of religious moderation in the relationship between Pondok Pesantren Kauman and the Chinese ethnic community. Data collection is carried out through observation, documentation, and interviews with 5 elder kyai, 6 officials, 21 educators, 12 ustadz (Islamic scholars), and 30 santri (students). This research has three objectives: to analyze the relationship, practices, and values of religious moderation education in Pondok Pesantren Kauman and the Chinese ethnic community. The research reveals that the relationship of religious moderation between Pondok Pesantren Kauman and the Chinese ethnic community can be categorized into two dimensions: theological and sociological. The practice of religious moderation is physically reflected in the acculturation of Javanese-Arabic-Chinese architectural elements, as well as non-physical aspects in their commitment to instilling the values of Islam Rahmatan lil 'Alamin (a blessing to all worlds). There are 29 values of religious moderation education in the relationship between Pondok Pesantren Kauman and the Chinese ethnic community that relate to the characteristics of Islam Rahmatan lil 'Alamin, which include values such as tawasuth (moderation), infitah (inclusivity), tawazun (balance), and musawah (equality).
References
Azra, A. (2016). Transformasi Politik Islam: Radikalisme, Khilafatisme, dan Demokrasi. Prenadamedia Group bekerja sama [dengan] Pusat Pengkajian Islam dan Masyarakat (PPIM), UIN Syarif Hidayatullah Jakarta. https://books.google.co.id/books?id=--RNDwAAQBAJ
Butar-Butar, A. J. R. (2020). Tradisi literasi di peradaban Islam: etika dan etos para ilmuwan muslim. pustaka compass. https://books.google.co.id/books?id=FrmSzgEACAAJ
De Graaf, B. A., & van den Bos, K. (2021). Religious radicalization: social appraisals and finding radical redemption in extreme beliefs. Current Opinion in Psychology, 40, 56–60. https://doi.org/10.1016/j.copsyc.2020.08.028
Ferreira-Valente, A., Sharma, S., Chan, J., Bernardes, S. F., Pais-Ribeiro, J., & Jensen, M. P. (2023). Pain-Related Beliefs, Coping, and Function: An Observational Study on the Moderating Influence of Country of Origin. Journal of Pain, 24(9), 1645–1663. https://doi.org/10.1016/j.jpain.2023.04.012
Gunawan, H., Mahmud, Syah, M., & Nurshobah, A. (2021). Implementation of religious moderation education at Islamic boarding school of Darussalam Ciamis. International Journal of Education and Research, 9(10), 117–128. https://www.ijern.com/journal/2021/October-2021/10.pdf
Husna Nashihin, Yenny Aulia Rachman, Betania Kartika, Nurmasinta Fadhilah, T. H. (2023). Pendidikan TPQ Kontra Radikalisme berhaluan Aswaja (M. D. Yahya (ed.)). Academia Publication. https://idr.uin-antasari.ac.id/22876/2/Pendidikan TPQ Kontra Radikalisme Berhaluan Aswaja -1-.pdf
Latif, M., Syukur, F., Uswatunnisa, U., & Paidi, Z. (2023). The Mainstreaming Policy of Religious Moderation Education in West Sulawesi Province. International Journal Ihya’ ’Ulum Al-Din, 25(1), 69–81. https://doi.org/10.21580/ihya.25.1.14150
Liquin, E. G., Metz, S. E., & Lombrozo, T. (2020). Science demands explanation, religion tolerates mystery. Cognition, 204(January), 104398. https://doi.org/10.1016/j.cognition.2020.104398
M.Hariyadi, & M.Husni. (2019). Pendidikan Pesantren Perspektif KH. Abdurrahman Wahid *Gusdur). Statement| Jurnal Media Informasi Sosial …, 9(1), 224. https://jurnal.pmpp.or.id/index.php/statement/article/view/181
Muhtarom, A., Fuad, S., Latif, T., & Soefihara, E. A. J. (2020). Moderasi Beragama: Konsep, Nilai, dan Strategi Pengembangannya di Pesantren. Yayasan Talibuana Nusantara. https://books.google.co.id/books?id=SdYeEAAAQBAJ
Mujamil Qomar. (2021). Moderasi Islam Indonesia. IRCiSoD. https://books.google.co.id/books?id=ZygSEAAAQBAJ
Mukhtazar. (2020). Prosedur Penelitian Pendidikan. Absolute Media. https://books.google.co.id/books?id=iHHwDwAAQBAJ
Mustafida, F. (2021). Pendidikan Islam Multikultural. PT. Raja Grafindo Persada. https://books.google.co.id/books?id=6lsaEAAAQBAJ
Nasaruddin Umar. (2021). Islam Nusantara: Jalan Panjang Moderasi Beragama di Indonesia. PT Elex Media Komputindo. https://books.google.co.id/books?id=uhceEAAAQBAJ
Nasrudin, J. (2019). Metodologi Penelitian Pendidikan: buku ajar praktis cara membuat penelitian. Pantera Publishing. https://books.google.co.id/books?id=j-igDwAAQBAJ
Rohman, D. A., & Nugraha, F. (2021). MODERASI BERAGAMA Dalam Bingkai Keislaman Di Indonesia. Lekkas. https://books.google.co.id/books?id=k-YxEAAAQBAJ
Rohman, M., & Mukhibat, M. (2017). Internalisasi Nilai-Nilai Sosio-Kultural Berbasis Etno-Religi Di Man Yogyakarta Iii. Edukasia : Jurnal Penelitian Pendidikan Islam, 12(1), 31. https://doi.org/10.21043/edukasia.v12i1.1771
Santosa. (2019). Buku Ajar Metodologi Penelitian. PT Penerbit IPB Press. https://books.google.co.id/books?id=MbsREAAAQBAJ
Sinaga, A. I., Dalimunthe, R. A., & Daulay, S. (2023). Collaboration of Islamic and Christian Teachers in Implementing Religious Moderation Education. Tafkir: Interdisciplinary Journal of Islamic Education, 4(3), 486–501. https://doi.org/10.31538/tijie.v4i3.691
Sismanto. (2021). An Effective Religious Moderation Education Model. International Conference on Islamic Education (ICIED), 6(15), 145–152. http://conferences.uin-malang.ac.id/index.php/icied/article/view/1486
Stauner, N., Exline, J. J., & Wilt, J. A. (2020). Meaning, religious/spiritual struggles, and well-being. In The Science of Religion, Spirituality, and Existentialism. INC. https://doi.org/10.1016/B978-0-12-817204-9.00021-4
Sugiyono. (2013). Metode Penelitian Pendidikan: Pendalaman Kualitatif, dan R & D. In CV. Alfabeta. Alfabeta. https://books.google.co.id/books?id=0xmCnQAACAAJ
Sukardi. (2021). Metodologi Penelitian Pendidikan: Kompetensi dan Praktiknya (Edisi Revisi). Bumi Aksara. https://books.google.co.id/books?id=gJo%5C_EAAAQBAJ
Syaiful Anam, H. N. (2023). Metode Penelitian (Kualitatif, Kuantitatif, Eksperimen, dan R&D). PT GLOBAL EKSEKUTIF TEKNOLOGI. https://www.google.co.id/books/edition/Metode_Penelitian_Kualitatif_Kuantitatif/w-bFEAAAQBAJ?hl=id&gbpv=0
Wardi, M., Alias, N. A., Hidayat, T., & Hali, A. U. (2023). Implementation of Education Based on Religious Moderation. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), 163–179. https://doi.org/10.31538/tijie.v4i1.313
Yaqin, A. (2021). Pendidikan Multi Kultural. LKIS Pelangi Aksara. https://books.google.co.id/books?id=Y34SEAAAQBAJ
