Ibnu Sodiq, 0301616007 (2020) KONSTRUKSI SOSIAL SANTRI TERHADAP FENOMENA RADIKALISME PADA PESANTREN HIKMATUL QUR’AN DAN PESANTREN DARUL QUR’AN. Doctoral thesis, UNNES.

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Abstract

The phenomenon of radicalism in society is still being debated, some consider it a political attempt to corner Muslims and some judge it as an appropriate measure in dealing with religious-based terrorism that often occurs in Indonesia. The two groups that debated never finished the discussion because there were ideological and power factors inherent in each group. Islamic boarding school education is considered as an alternative way to brighten up the gray debate. The purpose of this study is to: 1) analyze the social construction of students against the phenomenon of radicalism; 2) analyzing the curriculum implemented in pesantren; and 3) analyzing and compiling a model to overcome radicalism that is compatible with education in pesantren. The method used in this research is qualitative with a phenomenological approach. This research was conducted at the Pesantren Hikmatul Qur’an and Darul Qur’an and involved 17 informants consisting of preachers, religious teachers, and students. Other data sources are radicalism events or phenomena as research subjects and documents relevant to the discussion. Data is collected by interviewing, FGD, observation, and document study. The data analysis model used is an interactive data analysis model. The results of this study are: 1}. in the view of students of radicalism is not something to be avoided because radicals are an effort in carrying out quality religious teachings, substance which is based on religious teachings namely al�Qura'an and Hadith. This view is based on the process of externalization and internalization that santri obtain as individual products of society. However, there are some of the students who view radical as an act of deviation in religion, that is, an action that is considered not in accordance with religious teachings. Especially when the issue of jihad becomes a matter of their internal discussion. One side of the santri views jihad as a sacred practice that is "obligatory" to be done while on the other hand, jihad must be a sacred teaching, but jihad is not right to be practiced at this time because the state is not in a state of war. Santri get a lot of information about radicalism from print and electronic media, lecturers or clerics, and group discussions; 2) deradicalization through education becomes the main agenda of national education, but the meaning of radicalism itself is still vague in the curriculum, even worse, radicalism in the state's perspective is still directed at Muslims, this can be seen from the curriculum construction. As a result of the implementation of the curriculum that is not yet right,; 3) learning model: ummatan washaton is the middle ground of the existing dispute. Islam must be seen as a religion and scientific tradition so that cynicism that gives birth to radical stigma does not continue to grow. This model is important to teach in Islamic boarding schools to make Islam an ideal religion.

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