Aqidah-Ta: Jurnal Ilmu Aqidah

Melampaui Toleransi Mengeja Akseptansi Beragama

2025-01-16T00:53:11+00:00

Tolerance, in this article, is articulated as a practice of living in inter-religious communities that is no longer capable of caring for and supporting religious diversity in Indonesia. Tolerance presupposes the ability of adherents of a religious identity to endure the wounds and suffering caused by the presence of adherents of another religious identity. This article aims to offer acceptance/penerimaan and akseptansi [in Bahasa Indonesia] as a daily discourse practice to replace tolerance. Acceptance presupposes that individuals and groups of adherents of a religious identity accept the presence of adherents of another religious identity as it is, without necessarily assuming that the presence of adherents of other religions inherently brings suffering to them. This goal is achieved by deploying the identity theories of Amartya Sen and Hubert Hermans, where for these two thinkers, religious identity can always be interpreted as the presence of oneself in the presence of another self without having to tolerate [announcing oneself that the other party always brings suffering to oneself] but rather accepting another identity as it is.

Educating with Compassion: Islamic Philosophy of Education in Addressing Bullying

2025-02-06T22:19:22+00:00

Bullying in education is a critical issue with negative impacts not only on victims but also on perpetrators and the overall educational environment. Victims of bullying often experience psychological distress, depression, and diminished self-esteem, while perpetrators exhibit aggressive behaviors that may persist into adulthood. This creates an unhealthy learning environment that harms all parties involved. This study aims to explore Islamic educational philosophy as a solution to bullying, emphasizing values such as compassion, empathy, justice, and tolerance. A qualitative approach based on literature review was employed, gathering and analyzing relevant academic resources. The findings indicate that Islamic educational philosophy prioritizes the cultivation of noble character and the integration of moral values within the educational process. These values can be implemented through character education involving the active roles of teachers, parents, and educational institutions to foster a safe, inclusive, and supportive learning environment. The study also reveals that Islamic values such as compassion and tolerance not only prevent bullying but also promote mutual respect, cooperation, and discipline among students. Additionally, Islamic educational philosophy provides a framework for designing effective and sustainable anti-bullying policies. Thus, this approach offers a holistic solution to build a generation of integrity, strong morals, and resilience to face future challenges.

PEMBELAJARAN AKIDAH AKHLAK DI MTS YASRIB BATU-BATU KECAMATAN MARIORIAWA KABUPATEN SOPPENG (TINJAUAN FILSAFAT AKHLAK)

2025-02-19T00:42:57+00:00

This study aims to explore the forms of learning of aqidah and akhlak at MTs Yasrib Batu-Batu, Soppeng Regency. This study also analyzes the forms of learning of aqidah and akhlak at MTs Yasrib Batu-Batu, Soppeng Regency from the perspective of Moral Philosophy. This type of research is qualitative field research using the Theological, Phenomenological, and Philosophical Approaches. The stage of collecting research data begins with conducting observations, interviews and documentation. Data processing and data analysis techniques include data reduction, data presentation and deductive conclusion drawing. The results of the study show that the forms used in learning aqidah and akhlak at MTs Yasrib Batu-Batu are lectures, questions and answers, reading, listening and writing. With the combination of these forms of learning, it can improve understanding and application of moral values and can help students apply teachings and deepen meaning and encourage critical thinking. In line with Al-Ghazali's thoughts regarding the form of learning that focuses on holistic education, providing roles, examples, role models and practical experiences. Al-Ghazali also encouraged learning methods that involve practical experience and reflection so that students can apply moral values in everyday life. This study has implications for the development of evaluation forms that not only measure cognitive knowledge, but also students' attitudes and behaviors in applying moral values.