Religious plurality and social pluralism in Indonesia are like a double-edged sword.� On the one hand, it can strengthen social ties and cooperation between social joints, but on the other hand, it is very vulnerable to conflicts, both inter-religious and inter-religious groups.� This paper describes how diversity also has an impact on educational institutions and the importance of providing moral awareness to students in schools to live side by side, in harmony and peace within the framework of plurality and humanity, especially in facing the social lifestyle in the industrial era 5.0. Inclusiveness is full of values of respect for differences, openness to accepting diversity, upholding humanity above individualistic interests, and a great willingness to blend in and stick together in brotherly bonds that actually should be used as ethical values in religious education in schools.� Thus, the purpose of this paper which is sourced from in-depth social analysis and relevant literature studies is to provide understanding and awareness that religious education in school institutions should move from just formalistic-dogmatic learning to be a substantial learning, egalitarian and educates students to promote moderate, tolerant and inclusive attitudes towards religious diversity and avoid potential social conflicts. �Building inclusivism in schools starts with creating a climate of religious education that is open to all and not divided based on the religion of the students.� Furthermore, religious education puts forward human values and universal goodness to eliminate bad prejudice and hatred towards different communities.

This study aims to analyze the philosophical roots of Islamic education, which are focused on four sub-problems, namely: (1) the meaning and substance of the philosophy of Islamic education; (2) the ontological; (3) the epistemological; and (4) the axiological principles of Islamic education. This research method is a literature review with a philosophical and pedagogical approach. The findings of the study indicate a close relationship between philosophy and education, namely that philosophical issues are essentially the central themes that are transferred through education and that education is a critical means in the inheritance and socialization of philosophical ideas and values. The ontological principle of Islamic education emphasizes the fundamental aspects of a belief system that revolves around the principles of purposeful creation, comprehensive unity, and solid balance. The epistemological principles of Islamic education talk about the methodological basis in an effort to transfer knowledge to students, which ultimately narrows the dichotomous gap between religious and non-religious sciences. Meanwhile, the axiological aspect of Islamic education emphasizes the actualization of absolute transcendental values and universal values that become the main basis for Islamic education materials and curriculum, which in turn form a complete Muslim person with Islamic character.

Abstract This article examines resistance discourses created and disseminated by a religious minority in Indonesia called Gerakan Ahmadiyah Indonesia (GAI) to counter any negative portrayals and religious-based discriminations. Ahmadiyah is a self-defined sect of Islam that has been the target of physical attacks and discursive discrimination in Indonesia. This analysis focuses on identifying discourse topics raised and strategies employed by one of the Ahmadiyya groups in the country called GAI to reveal their resistance and defend their ‘Islamic’ faith. Various texts produced in different genres namely statements and comments published in media, books, speeches and various articles published online in GAI’s official websites are used as the data which were collected during field research in Yogyakarta, Indonesia. The analysis found that, in order to counter discriminatory discourses, the GAI Ahmadis present various resistance discourse themes such as distinguishing themselves from Jemaat Ahmadiyah Indonesia, justifying their Islamic understanding by highlighting religious freedom discourse, including themselves as Muslims and presenting themselves as peaceful movement.

This paper examines the phenomenon of religious ethical education in Moslem and Buddhist families in the city of Watampone. This study aims to reveal the family behaviors in carrying out efforts to internalize the values of religious ethics in the scope of the family, especially children. In this case, the researcher focuses on the Moslem and Buddhist families, in order to find the multicultural and inclusive-based substance and formulation of inter-religious ethic education. This research is qualitative descriptive with phenomenological approach and using comparative method. Researchers found that the most essential thing in religious ethics education in the family is exemplary and good advice. Buddhist families in Watampone undertake ethical education with the application of the Majjima Patipada as a path to holiness, avoiding the bad kamma to attain nibbana. While the Moslem family paid great attention to aspects of worship and good manners (akhlaq mahmudah)

هذه المقالة تدرس حكم العلاقة الجنسية في القرآن الكريم. والقرآن الكريم، إلى جانب حديثه عن الجنس وإشباع الرغبة الجنسية بصورة شرعية، فهو أيضا يقدم تقديرا وشرعية للرغبة الجنسية لدى الإنسان، كما يعطي له الحرية للوصول إلى رضاه الجنسي. هذه الدراسة تستخدم دراسة مكتبية من خلال مقاربة موضوعية، وذلك بجمع الآيات التي تتعلق بالعلاقات والسلوكيات الجنسية في القرآن الكريم، ثم القيام بتصنيفها وتأويلها من خلال عدد من التفسيرات المعتبرة، حتى يتكون مفهوم حول العلاقة الجنسية في القرآن الكريم، ويتخذ مادة تربوية. والتربية الجنسية في أساسها تعطي توجيها للمسلمين، والجيل الشاب منهم خاصة، حول فهم الرغبة الجنسية للإنسان وطريقة إشباعها التي شرعها الله تعالى، وهي الزواج والأمور المتعلقة به من أجل تحقيق الحياة السعيدة بين الزوجين

This article discusses about the pattern of descent of revelation systematics applied in hidayatullah boarding school, Panyula, Bone regency. This research focuses on the implementation of the pattern of descent of revelation systematics in accordance with the qur’anic character building at the boarding school. The researcher collected and analized data by using descriptive qualitative. This research found that hidayatullah boarding school has successfully applied educational methods on quranic based to build students’ character. Based on the descent of revelation systematics, it has regenerated and internalized values as what have been done by the Prophet Muhammad in his first dakwah in Mecca. This research aims to give academic contribution to teachers in order to build Islamic character of the students.

Marxism-Socialism is a theory which is designed to build a good society. A society that negates the suppression of one class against another class, the widest possible freedom for every person to express his humanity in any production activity (economic) as the basis of human life. Marxism balked patterns of education that only prepares participants to be 'workers' who will be squeezed by the machinery of capitalist production. In view of Marxism, Practice, in the sense of direct relevance to the realities of human and material nature, is the criterion of truth, because it underlies the knowledge of reality and because of the outcome of cognitive processes is realized in the activity of the material, human objective. Practice is the sole criterion of objective truth, in so far as it represents not only mental human, but also human linkages that exist objectively with the natural and social world that surrounds him.