ANALISIS MODERASI BERAGAMA PERSPEKTIF YUSUF AL-QARDHAWI DAN M. QURAISH SHIHAB SERTARELEVANSINYA TERHADAP PENDIDIKAN AGAMA ISLAM

SYAFRI, SAMSUDIN (2023) ANALISIS MODERASI BERAGAMA PERSPEKTIF YUSUF AL-QARDHAWI DAN M. QURAISH SHIHAB SERTARELEVANSINYA TERHADAP PENDIDIKAN AGAMA ISLAM. Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Keragaman merupakan bagian dari ciri khas Indonesia. Keberagaman Indonesia sedikit terganggu dengan munculnya paham�paham ektrimisme. Pada akhir-akhir ini, pemahaman terhadap Islam radikal terasa semakin menguat yang ditandai dengan banyaknya kasus intoleransi baik pada lingkungan masyarakat maupun di sekolah. Hal ini tentu saja menjadi persoalan yang harus segera diatasi karena dapat merusak konstruksi sosial masyarakat Indonesia yang sangat multikultur. Persoalan akan semakin rumit dan mengkhawatirkan ketika paham radikal dan intoleransi agama juga telah menjangkiti siswa di sekolah, karena merekalah yang nantinya menjadi penentu masa depan bangsa dan negara. Permasalahan diatas dapat diatasi dengan Moderasi beragama. Maka dari itu, penulis kemudian membahas tentang pemikiran tokoh dan intelektual muslim yang mencoba untuk merumuskan moderasi beragama dalam Pendidikan Agama Islam sesuai dengan harapan agama, bangsa dan negara, yaitu Yusuf Al-Qardhawi dan M. Quraish Shihab. Tujuan dari penelitian ini menganalisis dan mendeskripsikan Moderasi Beragama Perspektif Yusuf Al-Qardhawi dan M. Quraish Shihab Serta Relavansinya Terhadap Pendidikan Agama Islam. Dalam pendekatan penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian adalah library research. Sebagaian data primer yaitu karya Yusuf Al-Qardhawi dan M. Quraish Shihab sedangkan data sekunder yaitu kepustakaan yang menunjang data primer. Tekhnik Pengumpulan data menggunakan tekhnik kepustakaan, sedangkan tekhnik analisis data menggunakan analisis isi (content analysis). Dari hasil temuan yang telah peneliti lakukan, peneliti menemukan adanya persamaan Pemikiran Yusuf Al-Qardhawi dan M. Quraish Shihab tentang moderasi beragama, dimana keduanya sama-sama memaknai moderasi beragama adalah cara beragama yang terbaik, seimbang, adil, toleran dan berada ditengah-tengah sikap ekstrim, keduanya juga sepakat lawan dari moderasi Bergama adalah sikap ekstrem (Ghuluww/Tatharruf), dan terdapat perbedaan Pemikiran Yusuf Al-Qardhawi dan M. Quraish Shihab tentang langkah-langkah mewujudkan moderasi beragama. Moderasi beragama perspektif Yusuf Al-Qardhawi dan M.Quraish Shihab relevan dengan pendidikan agama Islam, karena moderasi beragama vii perspektif Yusuf Al-Qardhawi dan M.Quraish Shihab dan pendidikan agama Islam sama-sama mengajarkan peserta didik maupun umat Islam untuk hidup damai dengan toleransi, rukun dan menghindari tindak kekerasan. Kata Kunci: Moderassi Beragama, Pendidikan Agama Islam, Yusuf Al�Qardhawi, M. Qoraish Shihab viii ABSTRACT Diversity is part of the characteristics of Indonesia. Indonesia's diversity has been slightly disturbed by the emergence of extremism. Lately, the understanding of radical Islam is getting stronger, which is marked by the many cases of intolerance both in the community and at school. This is of course a problem that must be addressed immediately because it can damage the social construction of Indonesian society which is very multicultural. The problem will be even more complicated and worrying when radical ideas and religious intolerance have also infected students at school, because they are the ones who will determine the future of the nation and state. The above problems can be overcome with religious moderation. Therefore, the author then discusses the thoughts of Muslim figures and intellectuals who try to formulate religious moderation in Islamic Religious Education in accordance with the expectations of religion, nation and state, namely Yusuf Al-Qardhawi and M. Quraish Shihab. The purpose of this study is to analyze and describe the Moderation of Religion in the Perspective of Yusuf Al-Qardhawi and M. Quraish Shihab and its Relevance to Islamic Religious Education. In this research approach using a qualitative approach to the type of research is library research. Some of the primary data is the work of Yusuf Al-Qardhawi and M. Quraish Shihab while the secondary data is literature that supports the primary data. The data collection technique uses library techniques, while the data analysis technique uses content analysis. From the findings that the researcher has done, the researcher found that there are similarities in the thoughts of Yusuf Al-Qardhawi and M. Quraish Shihab about religious moderation, where both of them interpret religious moderation as the best, balanced, fair, tolerant and in the middle way of religion. extreme attitudes, both of them also agree that the opposite of religious moderation is an extreme attitude (Ghuluww/Tatharruf), and there are differences in the thoughts of Yusuf Al-Qardhawi and M. Quraish Shihab regarding steps to realize religious moderation. Religious moderation from the perspective of Yusuf Al�Qardhawi and M.Quraish Shihab is relevant to Islamic religious education, because religious moderation from the perspective of Yusuf Al-Qardhawi ix and M.Quraish Shihab and Islamic religious education both teach students and Muslims to live in peace with tolerance, peace and avoid violence. Keywords: Religious Moderation, Islamic Religious Education, Yusuf Al�Qardhawi, M. Qoraish Shihab x ُخَّل ةَصٌ ِف ي ِ ِب طَف ا َ ر ْضطِ ِ ََل ا ِ اإلندونيسي إ ُ وع َُّ َض التَّ ن َّ ر َ َع ِص إندونيسيا. ت ائ َ ْ خص ن ِ م ٌ ء ْ ز ُ ُ ج وع َُّ التَّ ن ي الَّذِ َ َى، و ْو أَق ي َكاِِلُّ ِ اد َّ الر ُ ََلم ْ ِم اْإلِس ُ َه ف َ َح ْصب ، أَ ِ ة َ ري اْْلَخِ ِ َة ِف. ِِف اْْلِون ُّ ِب ظُهوِر التَّطَر َ ب َ ِس ب دِ َ الْع ِ ب ُ م تَّسِ َ ي ً ُ َش َّكلَة ِع م ْ ب الطَّ ِ ب ِ ه َذِ . ه ِ ة َ س َ ْدر َ الْم َ ِع و َ َم ت ْ ُج الْم َ ن ِ ص ِب ِِف ُك ُّل م ُّ َ اََل ِت التَّ ع َ ْ ح ن ِ م يدِ َ ت ْ ُج لْم ِ ل ِّ ي اعِ َ م ِ ت ْ اَْلِج ِ اء َ ن ِ الْب ِ ب ُ ر َ ال َّضر ُ ق َ لْح َ ْن ت ْ ُّ ُك َّن أَْ َ ا َي َ َن َّه ِر ْلِ ْ َو لَى الْف َ ا ع َ ُه ت َ ا ََل َ ع ُ م ُ ََيِب َ ع َ م َ ع َ ت ُ اإلندونيسي م ا َ َم ْد ن عِ َ لَق ْ لَق ِ ل ً ة َ ري ِ ث ُ م َ ا و ً يد ِ ق ْ َع ت َ ر َ ْكث أَ ُ ُ َش َّكلَة ِّ ُن الْم َكو ُ ت َ ً. س َّة ي ِ ا َ لَغ ِ ِت ل ا َ اف َ الث َّق َ دد ِّ ِم الَّ ُ ه ْ م ُ َن َّه ، ْلِ ِ ة َ س َ ْدر َ ْ ًضا ِِف الْم ُب أَي ََلَّ الطَّ ديِِنُّ ال ِّ ُ صب ُّ َ التَّ ع َ ُ و َة ف ِّ َطَر ت ُ الْم ُ ْ َكار اْْلَف ُ ِصيب ُ ت َ ين ذِ د ِّ َ ُح ي َ س . ِ لَة ْ ال َّدو َ و ِ اْْلَُّمة َ ل َ ب ْ ق َ ت ْ ُس وَن م ُ د ِّ ل َ ؤ ُ ُش الْم ِ اق َ ن ُ َك ي ِ َذل ِ . ل ِّ ديِِن ِل ال ِّ ا َ د ِ ت ْ ع اَْلِ ِ ب ُ ََْلَه أع َ ة َ ْذُكور َ ِل الْم َ َشاكِ لَى الْم َ ع ُ ب ُّ ل َ التَّ غ ُ ن ُْكِ ُف َي َ ين َني الَّذِ مِ ِ ل ْ ُس َني الْم ِ َّقف َ ث ُ الْم َ ِت و َّا ْخ ِصي ْ َكاِر ال َّش َك أَف ِ ل َ ذَ ْد ع َ ب ِّ ديِِن ِل ال ِّ ا َ د ِ ت ْ ع اَْلِ َ َغة ا َ اِولُوَن ِصي َ ُُي يوسف الْ ْ ُم ه َ ، و ِ لَة ْ ال َّدو َ و ِ اْْلَُّمة َ دي ِن و ِت ال ِّ ا َ ُّ ع ق َ َو ت ِ ا ل ً ْق ف َ و ِ َّة ي ِ ََلم ْ اْإلِس ِ َّة ي ِ دين ال ِّ ِ ة َ ي بِ ْ َضاِو َّي ِِف التَّ ر َ َر ق َ و ُ ه ِ ة َ اس َ در ال ِّ ِ ه َذِ ه ْ ن ِ َ ُض م َر ٍب. الْغ ا َ ه ِش شِ ْ ي َ ُر ق َ َ َّمد ُُم َ و ْ ن ِ دي ِن م ِِف ال ِّ ِ َّة ي طِ َ س َ َ ْص ُف الْو و َ و ٌ يل ِ ل ََتْ ِ َّة ي ِ ََلم ْ اْإلِس ِ َّة ي ِ دين ال ِّ ِ ة َ ي بِ ْ التَّ ر ِ ا ب َ ه ِ َى ِصلَت د ُ م َ ٍب و ا َ ه ِش شِ ْ ي َ ُر ق َ َ َّمد ُُم َ َضاِو َّي و َ َر ْظُوِر يوسف الْق ن َ م . ِِف الْ َ ْع َو ن ِ ي ل عِ ْ َو ِج ن ْ َه ن امِ َ ْخد ِ ت ْ س ِ ا ِ ب ِّ ي ِ ث ْ َح ِج الْب ْ َذا النَّ ه َ ه ِن ِ م َ ِت. و ا َ ب َ ْكت َ ْ ُث ِِف الْم َح الْب َ و ُ ِث ه ْ َح ب ِ َّة ِوي َ ِت الثَّان ا َ ان َ ي َ ا الْب َ َم ن ْ ي َ ِب ب ا َ ه ِش شِ ْ ي َ ُر ق َ َ َّمد ُُم َ َضاِو َّي و َ َر يوسف الْق َ ل َ َم ع ِ َّة ي ِ َّول ِت اْْلَ ا َ ان َ ي َ الْب ُ َّة ي ِ ن ْ ق ِ ت ُ م َ ْخدِ ت ْ َس ُ. ت َّة ي ِ َّول ُت اْْلَ ا َ ان َ ي َ الْب ُ م ِّ َع ُد ٍت ت ا َ ف ِّ ل َ ؤ ُ م ا َ َم ن ْ ي َ ، ب ِ ة َ ب َ ْكت َ ُت الْم َّا ي ِ ن ْ ق ِ ِت ت ا َ ان َ ي َ الْب َ ََجَع َى. َو ت ْ ُح الْم َ يل ِ ل ِت ََتْ ا َ ان َ ي َ يِل الْب ِ ل ََتْ ُ َّة ي ِ ن ْ ق ِ ت ُ م َ ْخدِ ت ْ َس ت ْ َكاِر ٍت ِِف أَف ا َ ه ُ َ َشاب َك ت ا َ ن ُ أَ َّن ه ُ ة َ ث احِ َ ِت الْب َ د َ ج َ َ، و ة َ ث احِ َ ا الْب َ ه ْ لَي ِ ْت إ َّصلَ َ َو ِج الَِِّت ت ِ ائ َ النَّت َ ن ِ م لَى أَ َ ْ ًضا ع ن أَي ا ِّ َ ق ِ تَّف َ ا ي َ ََل ُُه ُ، كِ َة ف ِّ َطَر ت ُ ُف الْم ِ اق َ و َ . الْم ِّ ِِن ْ ِط ال َّدي َ س َ َضاِو َّي وم. ِِف الْو َ يوسف الْق َّن َر ٍت ِِف ا َ ف ََلَ ِ ت ْ خ ِ َك ا ا َ ن ُ ه َ َّ َف(، و ر َ لَُّو / التَّح ُ ِّ ُف) الْغ َطَر ت ُ ُف الْم ِ ق ْ و َ الْم َ و ُ ِّ ه ديِِن ِل ال ِّ ا َ د ِ ت ْ ع اَْلِ َ ْكس َ ع أَ َّن ِ . إ ِّ ديِِن ِل ال ِّ ا َ د ِ ت ْ ع اَْلِ ُ يق ِ ق ْ َح ت ِ ِت. ل ا َ َطْو ٍب ِِف ا ْْل ا َ ه ْ ُش شِ ي َ ُر َضاِو َّي وم. ق َ َر ْ َكاِر يوسف الْق ف ي ِم ِ ل ْ التَّ ع ِ ب ِ صلَة ِّ يِق ال ِ ث َ ِب و ا َ ه ِش شِ ْ ي َ ُر ق َ َ َّمد ُُم َ َضاِو َّي و َ َر ْظُوِر يوسف الْق ن َ م ْ ن ِ م ديِِنَّ اَل ال ِّ َ د ِ ت ْ ع اَْلِ اْإلِ ِّ ديِِن ٍب ال ِّ ا َ ه ِش شِ ْ ي َ ُر ق َ َ َّمد ُُم َ َضاِو َّي و َ َر ْظُوِر يوسف الْق ن َ م ْ ن ِ م ِ َّة ي ِ ن ْ ال َّدي ِ َّة ي طِ َ س َ َ َّن الْو ، ْلِ ِّ ي ِ ََلم ْ س xi التَّ َ ع َ م ُ ُّسََّلم ا. ال َ يه ِ ْ َش ف ي َ الْع َ ْنيِ م ِ ل ْ ُس الْم َ َب و ََلَّ ُّ الط انِ َ لَم ْ ع َ ي ِّ ي ِ ََلم ْ اْإلِس ِّ ديِِن ي ِم ال ِّ ِ ل ْ التَّ ع َ و ِح ُ ام َ س ُّس ال َ ِف و . ْ ن ُ ُّ ِب الْع ن َ ََت َ و ََّلمِ ُت ال َدالةٌة ا ة م ِ الْ ةكل َ َ َّمد ُُم َضاِو َّي، َ َر َ، يوسف الْق َّة ي ِ ََلم ْ اْإلِس َ َّة ي ِ دين ال ِّ َ ة َ ي بِ ْ ُ، التَّ ر َّة ي ِ دين ال ِّ ُ َّة ي طِ َ س َ : الْو ٍب ا َ ه ِش شِ ْ ي َ

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