Deradikalisasi paham keagamaan melalui pendidikan Islam rahmatan lil’alamin: Studi pemikiran Pendidikan Islam KH. Abdurrahman Wahid

INDONESIA:

Infiltrasi ideologi radikal ke dalam lembaga pendidikan bukan merupakan suatu ketakutan lagi. Tetapi hal tersebut sudah terjadi dan ada beberapa penelitian yang menjelaskan bahwa terdapat kecenderungan pola pikir siswa yang mengarah kepada radikalisme. Oleh karena itu, diperlukan langkah strategis dengan melakukan deradikalisasi lewat jalur pendidikan dengan reorientasi pendidikan Islam yang berwawasan rahmatan lil ’alamin. Salah satu tokoh yang inten dan concern dalam mengeksprsikan Islam rahmatan lil ’alamin dalam praktik kehidupan bermasyarakat dan bernegara ialah KH. Abdurrahman Wahid. Ide dan gagasan beliau patut untuk diinterpretasikan dalam perspektif pendidikan Islam rahmatan lil ’alamin. Penelitian ini memfokuskan masalah pada pemikiran KH. Abdurrahman Wahid mengenai pendidikan Islam berparadigma rahmatan lil ’alamin, untuk kemudian dirumuskan dalam suatu model deradikalisasi melalui pendidikan.

Berangkat dari hal tersebut, maka rumusan masalah dalam penelitian ini adalah ; 1) Bagaimana konsep pendidikan Islam rahmatan lil’alamin menurut KH. Abdurrahman Wahid ?, 2) Bagaimana model deradikalisasi paham keagamaan perspektif pemikiran pendidikan Islam rahmatan lil’alamin KH. Abdurrahman Wahid?, 3) Bagaimana relevansi pemikiran pendidikan Islam KH. Abdurrahman Wahid terhadap perkembangan pesantren di Indonesia?

Penelitian ini menggunakan pendekatan kualitatif jenis telaah kepustakaan (library research). Pengumpulan data menggunakan metode dokumentasi, sedangkan teknik analisa datanya dilakukan dengan analisis isi (content analysis) dan analisis historis. Ada enam tahapan dalam metode analisis isi yaitu: unitizing, sampling, recording, reducing, abductively infering, narating. Selain itu penulis juga melihat kontribusi, konsistensi dan relevansi pemikiran KH. Abdurrahman Wahid dalam mengelaborasi konsep pendidikan Islam beliau.

Hasil penelitian menunjukkan bahwa pemikiran pendidikan Islam rahmatan lil ’alamin dalam perspektif KH. Abdurrahman Wahid berimplikasi terhadap pendidikan Islam yang pada implementasinya bercorak di antaranya: (1) Pendidikan Islam berbasis Neo-Modernis, (2) Pendidikan Islam berbasis Pembebasan, (3) Pendidikan Islam berbasis multikultural, dan (4) Pendidikan Islam yang inklusif, serta (5) Pendidikan Islam yang humanis. Kelima pendekatan tersebut menopang struktur sentral yaitu pendidikan Islam rahmatan lil ’alamin perspektif KH. Abdurrahman Wahid, yang mendasari model deradikalisasi pendidikan Islam rahmatan lil ’alamin. Dengan implementasi paradigma rahmatan lil ’alamin dalam pendidikan Islam, diharapkan terjadi proses internalisasi nilai-nilai Islam rahmatan lil ’alamin yang signifikan dalam diri peserta didik dan nantinya akan melindungi dari paham-paham radikal. Nilai-nilai tersebut di antara lain toleransi, persamaan atau kesetaraan, musyawarah, keadilan dan demokrasi.

ENGLISH:

The infiltration of radical ideology into educational institutions is no longer become a fear. Yet, we cannot deny that it had happened and some studies stated that there is some tendency that students have radical mindset. Hence, a strategic step is essential in order to deradicalize students by reorienting the focus of Islamic Education to rahmatan lil ‘alamin. One of the society figures who always concerns about expressing rahatan lil’alamin in the real-life practice is KH. Aburrahman Wahid. His ideas and opinions are suitable to be integrated ino the Islamic education of rahmatan lil ‘alamin. This study focus on the mindset of KH. Abdurrahman Wahid about the Islamic education with the paradigm of rahmatan lil ‘alamin, and formulize it into a deradicalization model trough education.

Based on the background above, the research questions are as follows: 1) How is the concept of Islamic education of rahmatan lil ‘alamin according to KH. Abdurrahman Wahid?; 2) How is the deradicalization model of religious believe through Islamic education of rahmatan lil ‘alamin according to the perspective of KH. Abdurrahman Wahid?; 3) What are the implications of the Islamic education concept from KH. Abdurrahman Wahid towards the development of Islamic education in Indonesia?

This research applied qualitative approach, especially library research design. Data were collected using documentation method, while the analysis was done through content analysis and historical analysis. There are 6 stages in the content analysis methods include: unitizing, sampling, recording, reducing, abductively infering, naraing. In addition the authors also look at the contributions, consistency and relevance of thought KH. Abdurrahman Wahidin elaborating the concept of Islamic education.

The results showed that the Islamic educational thought rahmatan lil ' alamin in perspective KH. Abdurrahman Wahid towards the implementation of Islamic education is seen in the develomment of the approaches in the implementation of Islamic education. Those approaches are: 1) Neo-Modern-based Islamic Education; 2) Liberty-based Islamic education; 3) Multicultural-based Islamic education; 4) Inclusive Islamic education; and 5) Humanist Islamic Education. Those approaches are supported by the same central structure from Islamic education of rahmatan lil’alamin by KH. Abdurrahman Wahid, that becomes the basis of deradicalization in Islamic education of rahmatan lil ‘alamin. Through the implementation of the paradigm of rahmatan lil ‘alamin in Islamic education, it is expected that a significant internalization towards the Islamic values of rahmatan lil ‘alamin done by students that later could protect them from any radical believes. Those values are tolerance, equality, discussion, fairness and democracy.