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HUMANISME INKLUSIF ABDURRAHMAN WAHID DALAM PEMBELAJARAN PAI MTs MA’ARIF DARUSSHOLIHIN
The idea of this research arises from the researcher‟s concern regarding the realities of contemporary Islamic education, which still face challenges such as the dominance of normative learning approaches, the limited reinforcement of tolerance values, and the emergence of less moderate religious attitudes among students. In this context, the thought of KH. Abdurrahman Wahid (Gus Dur) on inclusive humanism becomes highly relevant as a conceptual foundation for Islamic education that emphasizes human dignity, respect for diversity, and religious moderation. MTs Ma‟arif Darussholihin was selected as the research site due to its commitment to character building through school culture and Islamic Religious Education learning. This study employs a descriptive qualitative research design to explore and analyze the thought of KH. Abdurrahman Wahid based on original works, speeches, and archival materials related to his intellectual legacy. In addition, field research was conducted to obtain empirical data through observations, interviews with the principal, vice principal for curriculum affairs, Islamic Religious Education teachers, and documentation studies related to the curriculum, teaching practices, and school culture. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing. The findings of this study indicate that inclusive humanism in the thought of KH. Abdurrahman Wahid emphasizes universal human values, tolerance, social justice, freedom of thought, and religious moderation, viewing religion as an ethical force within social life. The implementation of these principles in Islamic Religious Education at MTs Ma‟arif Darussholihin is reflected in the integration of religious moderation values into the curriculum and lesson plans, teacher role modeling, habituation of religious practices, reinforcement of moral conduct, deliberative practices, and dialogical classroom interactions that respect diversity. However, this study also finds that the implementation of inclusive humanism still faces challenges, particularly the limited use of contextual learning strategies that connect Islamic values with students‟ social realities in a reflective and critical manner. Therefore, strengthening inclusive humanism based Islamic education is essential so that Islamic Religious Education not only fosters individual piety but also develops moderate, inclusive, and socially responsive piety in accordance with contemporary dynamics.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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