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PENDIDIKAN TOLERANSI KH. AHMAD DAHLAN: ANALISIS KONSEPTUAL, DIFUSI NILAI, DAN IMPLIKASINYA PADA PIMPINAN WILAYAH MUHAMMADIYAH DAERAH ISTIMEWA YOGYAKARTA
The rise of intolerance, particularly in the digital era, poses a serious challenge to national life. Deviant religious content is often used to disseminate intolerant practices, while the lack of calming and constructive religious literacy further complicates efforts to cultivate tolerance. For this reason, exploring the ideas of prominent figures and civil society organizations, such as KH. Ahmad Dahlan and Muhammadiyah, is essential for educating a tolerant young generation. This study has three objectives: (1) to identify KH. Ahmad Dahlan’s concept of tolerance education, (2) to examine the diffusion of his tolerance-education values within the Regional Board of Muhammadiyah (PWM) Yogyakarta Special Region (DIY), and (3) to analyze the implications of those values for PWM DIY. This research adopts a mixed-methods approach with a concurrent nested design. Qualitative data were collected through library research, including primary sources such as speeches, articles, and commentaries authored by KH. Ahmad Dahlan; and secondary sources including writings by his contemporaries, PWM DIY program directives, and interviews with PWM DIY leaders. Quantitative data were collected through open-ended and closed-ended surveys. The credibility of the qualitative data was assessed through criteria of credibility, transferability, dependability, and confirmability. Qualitative analysis employed the Miles–Huberman–Saldaña interactive model, content analysis, and hermeneutics, whereas quantitative data analysis relied on descriptive statistical techniques. The findings reveal that: (1) KH. Ahmad Dahlan’s concept of tolerance education is grounded in an inclusive and humanistic Islamic worldview. His framework is integral, encompassing intellectual, social, and personal dimensions. Overall, it can be summarized into seven core components: (a) foundations of tolerance education; (b) objectives; (c) the ideal qualities of educators and learners; (d) learning materials; (e) methods; (f) media; and (g) evaluation. (2) The diffusion of KH. Ahmad Dahlan’s tolerance-education values within PWM DIY occurs in five stages: knowledge, persuasion, decision, implementation, and confirmation. (3) The implications of these values appear in three major domains: (a) personal, reflected in individuals who demonstrate a high degree of tolerance; (b) social, evident in strong appreciation for diversity; and (c) intellectual, shown in the ability to make inclusive, humanistic decisions aligned with the principles of tolerance education. The theoretical contribution of this research is a conceptual model of KH. Ahmad Dahlan’s inclusive and humanistic tolerance education. The practical contributions are: (a) for PWM DIY, the findings may serve as a practical guide for leadership, organizational culture, and educational and da‘wah activities grounded in tolerance-education values; and (b) for Islamic Education Studies, the research offers a reference for developing Islamic education curricula rooted in KH. Ahmad Dahlan’s tolerance-education principles, particularly relevant for the digital age.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
NIM.: 19304016003 Rz. Ricky Satria Wiranata
PENDIDIKAN TOLERANSI KH. AHMAD DAHLAN: ANALISIS KONSEPTUAL, DIFUSI NILAI, DAN IMPLIKASINYA PADA PIMPINAN WILAYAH MUHAMMADIYAH DAERAH ISTIMEWA YOGYAKARTA (Text)
PENDIDIKAN TOLERANSI KH. AHMAD DAHLAN: ANALISIS KONSEPTUAL, DIFUSI NILAI, DAN IMPLIKASINYA PADA PIMPINAN WILAYAH MUHAMMADIYAH DAERAH ISTIMEWA YOGYAKARTA (Other)
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