PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENCEGAH PAHAM RADIKALISME BAGI SISWA DI MTS IRSYADUL ANAM KIYUDAN SELOMARTANI KALASAN SLEMAN YOGYAKARTA
MetadataShow full item record
The background of this research is the phenomenon of radicalism that occurs in the society, especially in education sector. Radicalism is something that must irnmediately be addressed and prevented among students because it is in line with neither Islam that is rahmatan lil 'alamin nor the objectives of education. Islamic religious education (PAD teachers have the duty and responsibility to keep students from radicalism. They have to be able to intemalize comprehensive understanding about Islamic teachings to students. This research aimed to find out about the roles of PAI teachers in preventing radicalism for students at MTs Irsyadul Anam Kiyudan Selomartani Kalasan Sleman Yogyakarta. This was a descriptive qualitative research. The subjects were PAI teachersm headmaster, and supervisors of both Islamic boarding school Irsyadul Anam and MTs Irsyadul Anam. The data analysis was performed using Miles and Huberman?s model, consisting of data condensation, data display, and conclusion drawing/verfication. The results showed that the roles of PAI teachers in preventing radicalism among the students at MTs Irsyadul Anam Kiyudan Selomartani Kalasan Sleman Yogyakarta can be observed through three aspects, namely: (1) Delivery of Islamic Religious Teaching Materials. The materials that are delivered are considered to be very tolerant, evident from the fact that the delivery does not undermine other religious teachings; it does not contain any blasphemy to other teachings; and it does not consider its own opinions as the best ones, (2) Implementation of Learning Method. PAI teachers at MTs Irsyadul Anam are very open to dialog during the learning process with the students. This can be seen from the methods used, such as the method of the power of two, evitry' one is a teacher here, demonstration loarning method, and the method of the students have questions, (3) Supervision during Extracurricular Activities. The'fact that the students spend their time by doing extracurricular activities at the school could keep them alvay from various negative activities, including the internalization of radicalism. The activities consist of taking dhuha pft4yer regularly and talcing dhuhur prayer in congregation, reading asmail husna, practicing to deliver speech and Islamic sefinon, learning qiroat and caligraphy, practicing hadroll, muiahadah, and reading yellow book.