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PENDIDIKAN AGAMA YANG INKLUSIF DI PERGURUAN TINGGI: STUDI DI UIN SUNAN KALIJAGA DAN UNIVERSITAS SANATA DHARMA YOGYAKARTA
Although religion has a central position for Indonesian citizens, several surveys show that the religious attitude of the nation‟s university students tends to be exclusive and intolerant. Ironically, this phenomenon occurs as religion has formally been introduced to students for tens of years. The situation triggers questions: what is wrong with the religion education approach in Indonesia? Why cannot religion education, which has been taught for decades, make students inclusive and tolerant? This research examines the practice of inclusive religion education for higher education students, in particular students of UIN Sunan Kalijaga and University of Sanata Dharma. This qualitative study applies observation, interview, and document examination in three dimensions: macro (core values institutions), meso (curriculum design and learning structure), and micro (in-class interfaith interaction). The results show that the inclusive religion education for higher education students is very much influenced by three fundamental aspects: institution‟s core values, curriculum design, and pedagogical practice. Carried out in UIN Sunan Kalijaga and University of Sanata Dharma, the study reveals that institutional values, such as the paradigm of integration-interconnection and the pedagogy of Ignasian, are articulated in curriculum which emphasize openness, reflection, and social involvement. These values are internalized through the approach of multidisciplinary (UIN) and reflective (USD). In the class practice, both universities apply inclusive approach with interfaith dialogue support through academic study (learning about) and in-person experience (learning from). Theoretically this study enlarges Michael Grimmit research on learning about and learning from religion which is apt to be a dichotomy and inappropriate for Indonesians. The model regards that knowledge and experience are two distinct entities. As an alternative, this study offers a constructive-holistic pedagogy trying to combine those approaches contextually and is integrative. In this model, religion education is not simply learnt to grasp the religious teachings and the theological discourses (learning about), but it also teaches the students reflective experience process (learning from). By doing so, it is expected that the learning process would bear dispute openness, mature religiousidentity formation, and humanity-values empowerment.
PASCASARJANA, UIN SUNAN KALIJAGA YOGYAKARTA
PENDIDIKAN AGAMA YANG INKLUSIF DI PERGURUAN TINGGI: STUDI DI UIN SUNAN KALIJAGA DAN UNIVERSITAS SANATA DHARMA YOGYAKARTA (Text)
PENDIDIKAN AGAMA YANG INKLUSIF DI PERGURUAN TINGGI: STUDI DI UIN SUNAN KALIJAGA DAN UNIVERSITAS SANATA DHARMA YOGYAKARTA (Other)
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