{"title":"Role of Islamic Teachers in Combating Students’ Radicalism","authors":"R. Raharjo","doi":"10.4108/EAI.14-10-2020.2303846","DOIUrl":null,"url":null,"abstract":"Nowadays, there are many thoughts, attitudes and movements related to signs of radicalism. This phenomena have the potential actions that strengthen intolerant actions or reinforce acts of terrorism in the name of religion. This study was conducted to answer two problems: typology of radicalism, and way of combating radicalism in students. The subjects of this study were school principals, Islamic Education teachers as school spiritual leaders, students, and educational communities related to student activities. Data of this study were collected by methods of observation, questionnaires and indepth interviews. The results show that typology of radicalization consisted of three phases: transformation (students receive and listen to explanations about radicalism), internalization (they believe and conceptualize the radical values into a value system), and characterization (the values of radicalism have already entered the students). Islamic teachers had a central role in combating the radicalism in students at school. Islamic teachers were not only those who taught the Islamic teaching in the class based on the written curriculum, but also those who educated Islamic values as the hidden curriculum as well as those related to students activities outside of school.","PeriodicalId":127286,"journal":{"name":"Proceedings of the First International Conference on Islamic History and Civilization, ICON-ISHIC 2020, 14 October, Semarang, Indonesia","volume":"29 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the First International Conference on Islamic History and Civilization, ICON-ISHIC 2020, 14 October, Semarang, Indonesia","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4108/EAI.14-10-2020.2303846","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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Abstract

Nowadays, there are many thoughts, attitudes and movements related to signs of radicalism. This phenomena have the potential actions that strengthen intolerant actions or reinforce acts of terrorism in the name of religion. This study was conducted to answer two problems: typology of radicalism, and way of combating radicalism in students. The subjects of this study were school principals, Islamic Education teachers as school spiritual leaders, students, and educational communities related to student activities. Data of this study were collected by methods of observation, questionnaires and indepth interviews. The results show that typology of radicalization consisted of three phases: transformation (students receive and listen to explanations about radicalism), internalization (they believe and conceptualize the radical values into a value system), and characterization (the values of radicalism have already entered the students). Islamic teachers had a central role in combating the radicalism in students at school. Islamic teachers were not only those who taught the Islamic teaching in the class based on the written curriculum, but also those who educated Islamic values as the hidden curriculum as well as those related to students activities outside of school.
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伊斯兰教师在打击学生激进主义中的作用
如今,有许多思想、态度和运动与激进主义的迹象有关。这种现象有可能加强不容忍行为或以宗教名义加强恐怖主义行为。本研究旨在回答两个问题:激进主义的类型,以及如何打击学生中的激进主义。本研究的对象为学校校长、作为学校精神领袖的伊斯兰教育教师、学生和与学生活动相关的教育团体。本研究采用观察法、问卷调查法和深度访谈法收集资料。结果表明,激进化的类型学包括三个阶段:转化阶段(学生接受并倾听激进主义的解释)、内化阶段(学生相信激进主义的价值观并将其概念化为一种价值体系)和表征阶段(激进主义的价值观已经进入学生的内心)。伊斯兰教师在打击学校学生中的激进主义方面发挥了核心作用。伊斯兰教师不仅是那些在书面课程基础上讲授伊斯兰教义的教师,而且还包括那些将伊斯兰价值观作为隐性课程以及与学生校外活动有关的课程进行教育的教师。
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