Preventing Radicalism In Islamic Boarding Schools: A Case Study of the Use of Blended Learning in Islamic Religious Education

Lora Hilal Fikri; M. Rizal Firmansyah; Nashrullah; Ahmad Ali Almurtadho; Albar Hikmal La Aci

doi:10.57060/jers.v6n2t2601

Authors

Lora Hilal Fikri Sekolah Tinggi Ilmu Tarbiyah Raden Santri Gresik
M. Rizal Firmansyah Sekolah Tinggi Ilmu Tarbiyah Raden Santri Gresik
Nashrullah Universitas Kiai Abdullah Faqih Gresik
Ahmad Ali Almurtadho Universitas Kiai Abdullah Faqih Gresik
Albar Hikmal La Aci Universitas Kiai Abdullah Faqih Gresik

DOI:

https://doi.org/10.57060/jers.v6n2t2601

Keywords:

blended learning, pendidikan agama Islam, deradikalisasi, inklusivitas, pesantren

Abstract

Islamic religious education must not remain static in a purely textual understanding, as this has the potential to trigger radicalism carried out in the name of religion. This study aims to examine and analyze the implementation of the blended learning method in Islamic Religious Education (PAI) as a preventive effort against the spread of radical ideology within Islamic boarding schools (pesantren). This research uses a descriptive qualitative approach. The main informants in this study consisted of the pesantren's caregiver (kyai), educators, and congregation members (jamaah). The total number of participants in this study was 15 people. Data were collected through in-depth interviews and documentation, with the researcher acting as the primary instrument, and were then analyzed using data reduction, data display, and conclusion-drawing techniques. The novelty of this research lies in the implementation of blended learning that does not merely combine offline and online learning systems technically, but methodologically integrates the study of classical Islamic texts (kitab kuning) with deradicalization content in an inclusive manner for the general community. The research findings reveal three key aspects of the effectiveness of this method's implementation: (1) a material delivery strategy that prioritizes the integration of deradicalization content based on the principle of moderation (tawassut); (2) the active role of the caregiver in facilitating an open discussion space that wisely responds to differing opinions; and (3) the adaptation of material to contemporary issues, which was positively received by the congregation in the form of implementing tolerance in real life. This method has proven effective in building the congregation's ideological resilience against radical ideology. The implications of this study contribute practically by helping similar institutions design a comprehensive, inclusive, and tolerant learning approach.

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