Socio-Religious Education to Strengthen Harmony Between Hindus and Muslims with Multiculturalism

I Wayan Suwendra

doi:10.23887/mi.v28i1.59451

Authors

I Wayan Suwendra STKIP Agama Hindu Singaraja, Indonesia

DOI:

https://doi.org/10.23887/mi.v28i1.59451

Keywords:

Multicultural, Hindu, Muslim, Pegayaman Village

Abstract

The implementation of multicultural actions carried out by the community represents a life context that affirms differences. Different socio-cultural backgrounds do not make the local people segment but merge themselves into a diverse frame with the principle of egalitarianism. This study aims to analyze socio-religious education in the community to form collective awareness or a multicultural action in creating social relations. This research is classified as research using a qualitative approach. The subjects in this study were community leaders who played an important role in the village development process. Data collection in the study was carried out using observation, interviews, and document studies, with research instruments in the form of observation sheets and interviews. Data analysis techniques from this study include data collection, reduction, presentation, and conclusion. The study results show that social-religious education in Pegayaman Village has been well implemented. It can be seen from the synchronization and enculturation of Hindu conceptions of Tri Hita Karana and the conceptions of Islam, Faith, and Ihsan of Islam in various processes of community life. These two conceptions create a meeting point as a basis for universal religious values that embody social actions that lead to the application of respect and acceptance of differences.

References

Adams, T. E. (2017). Critical Autoethnography, Education and a Call for Forgiveness. International Journal of Multicultural Education, 19(1), 79–88. https://doi.org/10.18251/ijme.v19i1.1387. DOI: https://doi.org/10.18251/ijme.v19i1.1387

Ahn, S. (2020). 1.5-Generation Korean Americans Transnational Identity: Stories From Four College Students. International Journal of Multicultural Education, 22(1), 16–34. https://doi.org/10.18251 /ijme.v22i1.1961. DOI: https://doi.org/10.18251/ijme.v22i1.1961

Ashamwi, Y. P. El, Sanchez, M. E. H., & Carmona, J. F. (2018). Testimonialista Pedagogues: Testimonio Pedagogy in Critical Multicultural Education. International Journal of Multicultural Education, 20(1), 67–85. https://doi.org/10.18251/ijme.v20i1.1524. DOI: https://doi.org/10.18251/ijme.v20i1.1524

Baker, P. S. (2018). A Multicultural Education Praxis: Integrating Past and Present, Living Theories and Practice. International Journal of Multicultural Education, 20(1), 48–66. https://doi.org/10.18251 /ijme.v20i1.1518. DOI: https://doi.org/10.18251/ijme.v20i1.1518

Beiner, R. (2021). Dangerous Minds in Dangerous Times. Thesis Eleven, 163(1), 29–42. https://doi.org/10.1177/07255136211005989. DOI: https://doi.org/10.1177/07255136211005989

Bennett, H., & Brunner, R. (2022). Nurturing The Buffer Zone: Conducting Collaborative Action Research in Contemporary Contexts. Qualitative Research, 22(1), 74–92. https://doi.org/10.1177/ 1468794120965373. DOI: https://doi.org/10.1177/1468794120965373

Birks, M., Hoare, K., & Mills, J. (2019). Grounded Theory: The FAQs. International Journal of Qualitative Methods, 18, 1–7. https://doi.org/10.1177/1609406919882535. DOI: https://doi.org/10.1177/1609406919882535

Boileau, E. C., Gaboury, I., Breton, M., & Denis, J. L. (2020). Organizational Ethnographic Case Studies: Toward a New Generative In-Depth Qualitative Methodology for Health Care Research? International Journal of Qualitative Methods, 19(1), 1–17. https://doi.org/10.1177/ 1609406920926904. DOI: https://doi.org/10.1177/1609406920926904

Brandmayr, F. (2021). Are Theories Politically Flexible? Sociological Theory, 39(2), 103–125. https://doi.org/10.1177/07352751211016036. DOI: https://doi.org/10.1177/07352751211016036

Byrne, A. (2021). Naming My World: Finding My Voice. Irish Journal of Sociology, 29(3), 286–296. https://doi.org/10.1177/07916035211030374. DOI: https://doi.org/10.1177/07916035211030374

Canlas, I. P., & Karpudewan, M. (2020). Blending the Principles of Participatory Action Research Approach and Elements of Grounded Theory in a Disaster Risk Reduction Education Case Study. International Journal of Qualitative Methods, 19(1), 1–13. https://doi.org/10.1177/ 1609406920958964. DOI: https://doi.org/10.1177/1609406920958964

Cashman, C. (2021). Covid-19, Crisis, and The Philosophy of Money: The Social and Qualitative Essence of Money. Irish Journal of Sociology, 29(1), 97–101. https://doi.org/10.1177/0791603520941189. DOI: https://doi.org/10.1177/0791603520941189

Chauvette, A., Makaroff, K. S., & Molzahn, A. E. (2019). Open Data in Qualitative Research. International Journal of Qualitative Methods, 18(1), 1–6. https://doi.org/10.1177/1609406918823863. DOI: https://doi.org/10.1177/1609406918823863

Chicas, J. M., Castillo, M., Ramos, P., & Guzman, B. L. (2019). Computing With Relevance and Purpose: A Review of Culturally Relevant Education in Computing Equity Inequities in Technology and Computer Programming Method Results and Discussion Limitations and Future Directions Conclusion References Appendix A Appendix. International Journal of Multicultural Education, 21(1), 125–155. https://files.eric.ed.gov/fulltext/EJ1208280.pdf. DOI: https://doi.org/10.18251/ijme.v21i1.1745

Chin, T. D., Cowley, M. P. S., & Worlds, M. (2020). Whitewashing Through Film: How Educators Can Use Critical Race Media Literacy to Analyze Hollywood’s Adaptation of Angie Thomas “The Hate U Give.” International Journal of Multicultural Education, 22(2), 129–144. https://doi.org/10.18251/ijme.v22i2.2457. DOI: https://doi.org/10.18251/ijme.v22i2.2457

Christopher, E. (2020). Capturing Conflicting Accounts of Domestic Labour: The Household Portrait as a Methodology. Sociological Research Online, 26(3), 451–468. https://doi.org/10.1177/ 1360780420951804. DOI: https://doi.org/10.1177/1360780420951804

Cooper, M. (2020). ‘21st Century Welfare’ in Historical Perspective: Disciplinary Welfare in the Depression of the 1930s and Its Implications for Today. Sociological Research Online, 26(2), 326–342. https://doi.org/10.1177/1360780420937741. DOI: https://doi.org/10.1177/1360780420937741

Davidson, J. P. L. (2021). Looking Laterally: The Literary Utopia and The Task of Critical Social Theory. Current Sociology, 69(7), 1069–1084. https://doi.org/10.1177/0011392120969758. DOI: https://doi.org/10.1177/0011392120969758

Dyke, E., Sabbagh, J. El, & Dyke, K. (2020). “Counterstory Mapping Our City”: Teachers Reckoning With Latinx Students Knowledges, Cultures and Communities. International Journal of Multicultural Education, 22(2), 30–45. https://doi.org/10.18251/ijme.v22i2.2445. DOI: https://doi.org/10.18251/ijme.v22i2.2445

Forbes, A., Ritchie, S., Walker, J., & Young, N. (2020). Applications of Two-Eyed Seeing in Primary Research Focused on Indigenous Health: A Scoping Review. International Journal of Qualitative Methods, 19(1), 1–18. https://doi.org/10.1177/1609406920929110. DOI: https://doi.org/10.1177/1609406920929110

Fowler, B. (2021). Autoanalysis, With Particular Reflections on Sociology. Journal of Classical Sociology, 21(3–4), 263–279. https://doi.org/10.1177/1468795X211032418. DOI: https://doi.org/10.1177/1468795X211032418

Geiger, B. B. (2021). Performing Trustworthiness: The ‘Credibility Work’ of Prominent Sociologists. Sociology, 55(4), 785–802. https://doi.org/10.1177/0038038520977805. DOI: https://doi.org/10.1177/0038038520977805

Gilmore, B., McAuliffe, E., Power, J., & Vallieres, F. (2019). Data Analysis and Synthesis Within a Realist Evaluation: Toward More Transparent Methodological Approaches. International Journal of Qualitative Methods, 18(1), 1–11. https://doi.org/10.1177/1609406919859754. DOI: https://doi.org/10.1177/1609406919859754

Hayes, G., Cammiss, S., & Doherty, B. (2021). Disciplinary Power and Impression Management in The Trials of The Stansted 15. Sociology, 55(3), 561–581. https://doi.org/10.1177/0038038520954318. DOI: https://doi.org/10.1177/0038038520954318

Heikkila, R., & Katainen, A. (2021). Counter-Talk as Symbolic Boundary Drawing: Challenging Legitimate Cultural Practices in Individual and Focus Group Interviews in The Lower Regions of Social Space. Sociological Review, 69(5), 1029–1050. https://doi.org/10.1177/00380261211014467. DOI: https://doi.org/10.1177/00380261211014467

Holmes, H., & Ehgartner, U. (2021). Lost Property and The Materiality of Absence. Cultural Sociology, 15(2), 252–270. https://doi.org/10.1177/1749975520969007. DOI: https://doi.org/10.1177/1749975520969007

Irwin, C. E. (2021). Catching a Break: Accessibility, Empathy, and Covid-19. Qualitative Inquiry, 27(7), 798–805. https://doi.org/10.1177/1077800420967889. DOI: https://doi.org/10.1177/1077800420967889

Kim, J.-H. (2018). Understanding the “Other”: Rethinking Multiculturalism in South Korea through Gadamer’s Philosophical Hermeneutics Multiculturalism as a Global Phenomenon Theoretical Framework The Evolution and Challenges of Multiculturalism in South Korea Multicultural . International Journal of Multicultural Education, 20(1), 102–117. https://ijme-journal.org/index.php/ijme/article/download/1509/1208/8113. DOI: https://doi.org/10.18251/ijme.v20i1.1509

Koonce, J. B. (2018). Critical Race Theory and Caring as Channels for Transcending Borders Between an African American Professor and Her Latina/o students. International Journal of Multicultural Education, 20(2), 101–116. https://doi.org/10.18251/ijme.v20i2.1432. DOI: https://doi.org/10.18251/ijme.v20i2.1432

Laiti, O. K. (2019). Social Aspects of Learning: Sámi People in the Circumpolar North Finland Social Learning in Sámi and Arctic Pedagogies Research Context: Game Programming with Sámi Adolescents Methodology Ethical Issues and Limitations Findings Discussion, Implications, a. International Journal of Multicultural Education, 21(1), 5–21. https://files.eric.ed.gov/fulltext /EJ1208400.pdf. DOI: https://doi.org/10.18251/ijme.v21i1.1728

Lanza, A. (2021). Looking For a Sociology Worthy of Its Name: Claude Lefort and His Conception of Social Division. Thesis Eleven, 166(1), 70–87. https://doi.org/10.1177/07255136211044609. DOI: https://doi.org/10.1177/07255136211044609

Lawyer, G. (2018). The Dangers of Separating Social Justice from Multicultural Education: Applications in Higher Education How I Came to Multicultural Education Reflecting on Social Justice and Multicultural Education Analyzing the Experience Multicultural Education: Is it . International Journal of Multicultural Education, 20(1), 86–101. https://ijmejournal.org/index.php/ijme/ article/view/1538. DOI: https://doi.org/10.18251/ijme.v20i1.1538

Lee, C. P., & Curtis, J. H. (2017). Into The Realm of The Politically Incorrect: Intercultural Encounters in a Service-Learning Program. International Journal of Multicultural Education, 19(2), 163–181. https://doi.org/10.18251/ijme.v19i2.1239. DOI: https://doi.org/10.18251/ijme.v19i2.1239

Li, A., & Hu, A. (2021). Community Contexts, Socioeconomic Status, and Meritocratic Beliefs and Perceptions in China. Chinese Journal of Sociology, 7(3), 470–493. https://doi.org/10.1177/2057150X211023235. DOI: https://doi.org/10.1177/2057150X211023235

Malmqvist, J., Hellberg, K., Mollas, G., Rose, R., & Shevlin, M. (2019). Conducting the Pilot Study: A Neglected Part of the Research Process? Methodological Findings Supporting the Importance of Piloting in Qualitative Research Studies. International Journal of Qualitative Methods, 18(1), 1–11. https://doi.org/10.1177/1609406919878341. DOI: https://doi.org/10.1177/1609406919878341

Marx, S., & Kim, Y. (2019). Technology for Equity and Social Justice in Education: Introduction to The Special Issue. International Journal of Multicultural Education, 21(1), 1–4. https://doi.org/10.18251/IJME.V21I1.1939. DOI: https://doi.org/10.18251/ijme.v21i1.1939

Marx, S., Pennington, J. L., & Chang, H. (2017). Critical Autoethnography in Pursuit of Educational Equity: Introduction to The IJME Special Issue. International Journal of Multicultural Education, 19(1), 1–6. https://doi.org/10.18251/ijme.v19i1.1393. DOI: https://doi.org/10.18251/ijme.v19i1.1393

Mathew, M. V. (2022). Book Review: Benjamin Bratton (2021), The Revenge of The Real: Politics for a Post-Pandemic World. Science, Technology and Society, 27(1), 147–149. https://doi.org/10.1177/09717218211047021. DOI: https://doi.org/10.1177/09717218211047021

Mayo, L., Serra del Pino, J., & Jones, C. (2021). Postnormal Praxis Putting Postnormal Concepts to Work. World Futures Review, 13(2), 86–100. https://doi.org/10.1177/19467567211031156. DOI: https://doi.org/10.1177/19467567211031156

Mellor, P. A., & Shilling, C. (2021). Edgework, Uncertainty, and Social Character. Sociological Research Online, 26(4), 959–975. https://doi.org/10.1177/13607804211002841. DOI: https://doi.org/10.1177/13607804211002841

Mwambari, D. (2019). Local Positionality in the Production of Knowledge in Northern Uganda. International Journal of Qualitative Methods, 18(1), 1–12. https://doi.org/10.1177/1609406919864845. DOI: https://doi.org/10.1177/1609406919864845

Nakaya, A. (2018). Overcoming Ethnic Conflict through Multicultural Education: The Case of West Kalimantan, Indonesia social identity Multicultural Education, Transformative Citizenship Education, and Social Identity Methods Multiculturalism in Indonesia’s Education System . International Journal of Multicultural Education, 20(1), 118–137. https://ijmejournal.org/index.php/ijme/article/view/1549. DOI: https://doi.org/10.18251/ijme.v20i1.1549

Nikunen, M., & Ikonen, H. M. (2021). Moral Orders of Mobility: Youth Aspirations and ‘Doing’ Social Position in Finland. Sociological Research Online, 26(4), 908–925. https://doi.org/10.1177/1360780421997838. DOI: https://doi.org/10.1177/1360780421997838

Outhwaite, W. (2022). Existence as a Predicament. Journal of Classical Sociology, 22(1), 95–99. https://doi.org/10.1177/1468795X211049240. DOI: https://doi.org/10.1177/1468795X211049240

Paechter, C., & Marguerite, A. (2020). Communities of Practice of Transition: An Analytical Framework for Studying Change-Focussed Groups. Sociological Research Online, 26(2), 360–376. https://doi.org/10.1177/1360780420944966. DOI: https://doi.org/10.1177/1360780420944966

Qureshi, H. A., & Unlu, Z. (2020). Beyond the Paradigm Conflicts: A Four-Step Coding Instrument for Grounded Theory. International Journal of Qualitative Methods, 19(1), 1–10. https://doi.org/10.1177/1609406920928188. DOI: https://doi.org/10.1177/1609406920928188

Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case Study Method: A Step-by-Step Guide for Business Researchers. International Journal of Qualitative Methods, 18(1), 1–13. https://doi.org/10.1177/1609406919862424. DOI: https://doi.org/10.1177/1609406919862424

Reed-Danahay, D. (2017). Bourdieu and Critical Autoethnography: Implications for Research, Writing and Teaching. International Journal of Multicultural Education, 19(1), 144–154. https://doi.org/10.18251/ijme.v19i1.1368. DOI: https://doi.org/10.18251/ijme.v19i1.1368

Rizkiyah, T., & Istiani, N. (2021). Nilai Pendidikan Sosial Keberagamaan Islam Dalam Moderasi Beragama Di Indonesia. POROS ONIM: Jurnal Sosial Keagamaan, 2(2), 86–96. https://doi.org/10.53491/porosonim.v2i2.127. DOI: https://doi.org/10.53491/porosonim.v2i2.127

Sather, A. C.-, Kenealy, A., Rippel, M., & Beyer, J. (2018). Discovering Voices: College Students and Middle Schoolers Explore Identities, Differences, and Connections Through the Structure of a Poem. International Journal of Multicultural Education, 20(2), 133–149. https://doi.org/10.18251/ijme. v20i2.1564. DOI: https://doi.org/10.18251/ijme.v20i2.1564

Schubert, C., & Kolb, A. (2021). Designing Technology, Developing Theory: Toward a Symmetrical Approach. Science Technology and Human Values, 46(3), 528–554. https://doi.org/10.1177/0162243920941581. DOI: https://doi.org/10.1177/0162243920941581

Setiawatri, N., & Kosasih, A. (2019). Implementasi Pendidikan Karakter Peduli Sosial Pada Masyarakat Pluralisme Di Cigugur Kuningan. Jurnal Pendidikan Karakter, 9(2), 179–192. https://doi.org/10.21831/jpk.v9i2.22986. DOI: https://doi.org/10.21831/jpk.v9i2.22986

Sleeter, C. (2018). Multicultural Education Past, Present, and Future: Struggles for Dialog and Power-Sharing Intercultural Education Multicultural Education Comes Into Being Twenty-Two Years and Two Emblematic Experiences Ago Elites React Neoliberal Multicultural Education? International Journal of Multicultural Education, 20(1), 5–20. https://www.academia.edu/36046689. DOI: https://doi.org/10.18251/ijme.v20i1.1663

Suryani, I., Tanjung, A. R., Siregar, R. D., & Siregar, A. S. (2021). Meningkatkan Pemahaman Masyarakat Terhadap Keagamaan Melalui Program Pendidikan dan Sosial Keagamaan. Edumaspul: Jurnal Pendidikan, 5(2), 15–20. https://doi.org/10.33487/edumaspul.v5i2.1998. DOI: https://doi.org/10.33487/edumaspul.v5i2.1998

Susen, S., & Turner, B. S. (2021). Classics and Classicality: JCS After 20 years. Journal of Classical Sociology, 21(3–4), 227–244. https://doi.org/10.1177/1468795X211034946. DOI: https://doi.org/10.1177/1468795X211034946

Tebeau, M. (2021). A Journal of The Plague Year: Rapid-Response Archiving Meets the Pandemic. Collections: A Journal for Museum and Archives Professionals, 17(3), 199–206. https://doi.org/10.1177/1550190620986550. DOI: https://doi.org/10.1177/1550190620986550

Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020). Planning Qualitative Research: Design and Decision Making for New Researchers. International Journal of Qualitative Methods, 19(1), 1–7. https://doi.org/10.1177/1609406920967174. DOI: https://doi.org/10.1177/1609406920967174

Uzum, B., Yazan, B., Avineri, N., & Akayoglu, S. (2019). Preservice teachers’ discursive constructions of cultural practices in a multicultural telecollaboration. International Journal of Multicultural Education, 21(1), 82–104. https://doi.org/10.18251/IJME.V21I1.1777. DOI: https://doi.org/10.18251/ijme.v21i1.1777

Williamson, V., Murphy, D., Castro, C., Vermetten, E., Jetly, R., & Greenberg, N. (2021). Moral Injury and The Need to Carry Out Ethically Responsible Research. Research Ethics, 17(2), 135–142. https://doi.org/10.1177/1747016120969743. DOI: https://doi.org/10.1177/1747016120969743

Wohlfart, O. (2020). “Digging Deeper?”: Insights From a Novice Researcher. International Journal of Qualitative Methods, 19(1), 1–5. https://doi.org/10.1177/1609406920963778. DOI: https://doi.org/10.1177/1609406920963778

Woodgate, R. L., Tennent, P., & Barriage, S. (2020). Creating Space for Youth Voice: Implications of Youth Disclosure Experiences for Youth-Centered Research. International Journal of Qualitative Methods, 19(1), 1–13. https://doi.org/10.1177/1609406920958974. DOI: https://doi.org/10.1177/1609406920958974

Yuan, H. (2018). Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China. International Journal of Multicultural Education, 20(2), 42–57. https://doi.org/10.18251/ijme.v20i2.1609. DOI: https://doi.org/10.18251/ijme.v20i2.1609

Zhang, J. Y. (2021). (Bio) Politics of Existence and Social Change: Insights From The Good Food Movement. Sociological Review, 69(3), 647–663. https://doi.org/10.1177/00380261211009069. DOI: https://doi.org/10.1177/00380261211009069