Journal of Social Sciences and Humanities
Articles Information
Journal of Social Sciences and Humanities, Vol.7, No.2, Jun. 2021, Pub. Date: Mar. 29, 2021
Al-Islam and Kemuhammadiyahan Education and Its Contribution in Forming Student Religious Behavior at the University of Muhammadiyah Malang and UHAMKA Jakarta, Indonesia
Pages: 81-93 Views: 1173 Downloads: 229
Authors
[01] Ma’ruf, Islamic Religious Education Study Program, Postgraduate Program, University of Muhammadiyah Malang, Malang, Indonesia.
[02] Tobroni, Islamic Religious Education Study Program, Postgraduate Program, University of Muhammadiyah Malang, Malang, Indonesia.
[03] Syamsul Arifin, Islamic Religious Education Study Program, Postgraduate Program, University of Muhammadiyah Malang, Malang, Indonesia.
[04] Akhsanul In’am, Islamic Religious Education Study Program, Postgraduate Program, University of Muhammadiyah Malang, Malang, Indonesia.
Abstract
This research aimed to describe: (1) education model of Al-Islam and Kemuhammadiyahan (AIK); and (2) the contribution of AIK education in shaping student religious behavior at Muhammadiyah University of Malang (UMM) and Prof. Dr. Hamka (UHAMKA) Jakarta. This research used a qualitative approach to the type of case study. Data were collected by interview, documentation, and observation. Data were analyzed by using the Yin (2011) model. The results showed that the AIK Education Model at UMM: the 2010 AIK curriculum, consisted of 4 courses each 1 credit; Placement test; Personality and Leadership Building Program; Read the Quran; Sunday Morning Lecture; Sunday “shubuh” lecture; AIK 2, 3 and 4 Lectures. The AIK education model in UHAMKA: 2013 AIK curriculum with 6 AIK courses with 12 credits; Islamic Basics Orientation Program; AIK 1 - 6 Lectures; AIK comprehensive exam; and darul arqom kemuhammadiyahan for employees, lecturers, and leaders. The contribution of AIK education in shaping student religious behavior both at UMM and UHAMKA: (1) In the ideological dimension contributes to increasing student trust: (a) in Allah SWT; (b) about the miracle of al quran; (c) about life after death; (d) the existence of jinn and satans; and (e) belief that only those who believe in the Prophet Muhammad can go to Heaven; (2) In the practical dimension can improve: (a) the ability of students to perform obligatory prayers and sunnah; (b) awareness of paying zakat and observing compulsory fasting and sunnah; and (c) the ability to read al quran; (3) In the dedication dimension contributes to improving students' ability to make al quran as a way of life and the ability of students to do prayer after witir prayer; (4) In the experiential dimension contributes to increasing students' feelings that they: (a) are always being watched by Allah SWT; (b) saved by the Prophet with his Islamic message; (c) fearing Allah Most High; (d) feel punished by Allah if he does something that Allah forbids; (e) feel that they are being tempted by Satan when they do something that violates God's provisions; (5) On a consequent dimension, AIK education contributes to strengthening the belief that: (a) people who do not believe in their Allah are people who have political views that are harmful to Muslims; and (b) that God's teaching about the origin of man is Adam and Eve can defeat Darwin's scientific truth that humans evolved from apes.
Keywords
Contribution, Islamic Education and Kemuhammadiyahan, Religious Behavior
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