LABORATORIUM MODERASI BERAGAMA BERBASIS PENDIDIKAN AGAMA: STUDI SMA BUMI CENDEKIA DAN SMA BOPKRI 1 DI YOGYAKARTA

Luqyana Azmiya Putri, NIM.: 21204012057 (2023) LABORATORIUM MODERASI BERAGAMA BERBASIS PENDIDIKAN AGAMA: STUDI SMA BUMI CENDEKIA DAN SMA BOPKRI 1 DI YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Diversity in the school environment has the potential to be a source of strength that strengthens the roots of harmony or otherwise become a source of division. This research aims to identify the school's response to the discourse of religious moderation, analyze the religious education model as an instrument for the implementation of the synthesis of religious moderation, examine in depth the results of the synthesis of religious moderation, and theorize the school as a laboratory of religious moderation. The research method uses the grounded theory method. Data collection techniques used observation, interviews, and documentation. Data were analyzed starting from the data collection stage, data display, and conclusion drawing. The research location focuses on two locations, namely in schools, namely Bumi Cendekia High School and BOPKRI 1 Yogyakarta High School. The results showed that the school as a religious moderation laboratory was identified from the elements presented such as elements of activities, participants, prototypes, and outputs. The activity element is identified from the existence of religious moderation synthesis activities through the dissemination of religious education learning. Participants consist of students, religious teachers, and school principals. Prototypes that support the synthesis process of religious moderation depart from the implementation of Islamic religious education and Budi Pekerti (at Bumi Cendekia High School) and interreligious education at BOPKRI 1 High School. Furthermore, the author found school typologies in the form of mono-religious backgrounds (dominated or there is only one religion in the school) and multi-religious, which comes from various religions. Although the connotation of mono-religious sounds like it comes from only one religion, it does not mean that schools characterized by one religion such as schools characterized by Islam are not able to open themselves to the reality of differences. Harmonious, peace-loving, egalitarian, tolerant, and moderate attitudes grow along with the deepening of Islamic Religious Education and Budi Pekerti at Bumi Cendekia High School. Similarly, the school has students from various religions. The school environment has presented a multi-religious nuance so that these differences are managed appropriately. The management of heterogeneity is done by optimizing religious education in schools.

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