Peace Education Berbasis Pesantren

2026-08-10T11:48:52+07:00

Anak jalanan dan komunitas punk di perkotaan kerap mengalami kekerasan struktural berupa stigma, eksklusi sosial, dan minimnya akses terhadap ruang keagamaan formal, sebuah kondisi yang dalam kajian perdamaian disebut sebagai negative peace. Artikel ini mengkaji Pengajian Munajat Jalanan di Pondok Pesantren Riyadlotul Athfal (PPRA) Al Ghozali, Kabupaten Malang, sebagai model pendidikan damai (peace education) berbasis pesantren yang menyasar transformasi kondisi tersebut menuju perdamaian positif (positive peace). Berbeda dari kajian sebelumnya yang menempatkan internalisasi nilai sebagai fokus utama, artikel ini menggunakan kerangka peace education Johan Galtung dan prinsip pendidikan inklusif untuk membaca ulang data etnografis yang sama guna mengungkap mekanisme inklusi yang bekerja di baliknya. Penelitian menggunakan pendekatan kualitatif dengan desain etnografi; data dihimpun melalui observasi partisipatif, wawancara mendalam, diskusi kelompok terfokus, catatan lapangan, serta dokumentasi visual dan audio, dan diperiksa keabsahannya melalui triangulasi sumber dan metode. Hasil kajian menunjukkan bahwa inklusi kaum marginal dalam pengajian ini berlangsung melalui tiga mekanisme: akses tanpa prasyarat sosial, partisipasi yang setara dalam pembiayaan dan penyelenggaraan kegiatan, serta kurikulum tersembunyi berbasis kasih sayang yang diwujudkan melalui ruang belajar informal seperti Iqra’ Squad. Ketiga mekanisme tersebut secara kumulatif mendorong transformasi dari kondisi negative peace menuju positive peace, yang tampak pada pulihnya kepercayaan keagamaan kaum marginal serta terbentuknya modal sosial yang inklusif. Artikel ini menegaskan bahwa pesantren dapat berperan sebagai ruang pendidikan damai informal yang efektif bagi kelompok yang terpinggirkan dari sistem pendidikan keagamaan formal.

Keyword: Peace Education, Pendidikan Inklusif, Pesantren, Kaum Marginal

An Analysis of QS. An-Nisa Verse 97 as a Foundation for Hijrah and the Relevance of the Islamic Educational Values Contained Therein

2026-09-09T20:56:43+07:00

The contemporary phenomenon of hijrah, particularly among young Muslims, is often expressed through symbolic changes in appearance, terminology, and lifestyle without being accompanied by comprehensive spiritual and moral transformation. At the same time, Islamic Religious Education (PAI) continues to face challenges involving moral decline, identity crises, and a gap between cognitive learning outcomes and the internalization of religious values. This article examines QS. An-Nisa verse 97 as a foundation for hijrah and analyzes the Islamic educational values contained in it, together with their relevance to contemporary PAI. This study employs a qualitative approach through library research, using a limited thematic interpretation and an Islamic education perspective. The primary sources are QS. An-Nisa verse 97 and relevant classical and contemporary tafsir, while secondary sources include books, journal articles, and previous studies on hijrah, Islamic education, and character education. Data were collected through documentation and analyzed using content analysis. The study finds that hijrah in QS. An-Nisa verse 97 is not limited to physical migration but represents a conscious effort to leave conditions that threaten faith and move toward a more supportive spiritual, moral, and social environment. Four principal Islamic educational values are identified: self-awareness, responsibility, moral courage, and self-transformation. These values are relevant to addressing symbolic or instant hijrah, students’ identity crises, moral challenges in the digital era, and the dominance of cognitive learning in PAI. The verse can therefore serve as a Qur’anic foundation for developing transformative Islamic Religious Education oriented toward holistic character formation.

Keywords: Hijrah, Islamic Educational Values, QS. An-Nisa Verse 97, Islamic Religious Education, Character Education

“Green Pesantren as a Model of Islamic Environmental Education: Integrating Religious Values, Ecological Awareness, and Sustainable Practices”

2026-09-09T22:04:06+07:00

The growing ecological crisis has challenged educational institutions to rethink their role in cultivating environmental responsibility, including within religious communities. While environmental education has increasingly gained attention in global sustainability discourse, the potential contribution of Islamic educational institutions, particularly pesantren, remains underexplored. This study examines the concept of the Green Pesantren as a model of Islamic environmental education that integrates religious values, ecological awareness, and sustainable practices. Drawing on qualitative inquiry, this research explores how pesantren communities interpret environmental responsibility through Islamic teachings and translate these principles into everyday educational practices, institutional policies, and community engagement. The findings reveal that environmental stewardship in pesantren is not merely positioned as a technical response to ecological problems but as a moral and spiritual commitment rooted in Islamic concepts of khalifah (human responsibility as stewards of the Earth), amanah (trust), and mizan (balance). The Green Pesantren model demonstrates how religious education can become a transformative space where ecological consciousness is nurtured through curriculum integration, sustainable campus management, and participatory environmental actions involving students, teachers, and local communities. This study contributes to the broader discourse on sustainability education by proposing an alternative framework that bridges Islamic ethical perspectives with contemporary environmental challenges. It argues that faith-based educational institutions have significant potential to foster environmentally responsible generations by transforming ecological awareness into lived religious practices. The study provides implications for policymakers, educators, and Islamic institutions seeking culturally grounded approaches to achieving sustainable development goals.