Monday, August 24, 2026

Penelitian pendidikan agama islam

PROFIL AKADEMIK & PUBLIKASI

Zainuddin

Universitas Al-Qur'an Ittifaqiah (UQI) Indralaya

Akademisi dan peneliti dalam bidang Islamic Studies, Islamic Education, Islamic Civilization, serta pengembangan pendidikan Islam di era digital dan Society 5.0.

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Institusi

Universitas Al-Qur'an Ittifaqiah (UQI) Indralaya, Sumatera Selatan, Indonesia

šŸ“š

Bidang Keilmuan

Islamic Studies, Islamic Education, dan Islamic Civilization

✉️

Email Institusi

Email akademik terverifikasi pada domain uqi.ac.id

šŸ”Ž

Bidang Penelitian

Research interests and academic expertise

Islamic Studies Islamic Education Islamic Civilization Pendidikan Agama Islam Kurikulum Pendidikan Islam Pendidikan Karakter Society 5.0 Pendidikan Pesantren Pemikiran Pendidikan Islam Moderasi Beragama
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Publikasi Ilmiah

20 artikel publikasi yang tercatat pada profil Google Scholar

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Zainuddin
Universitas Al-Qur'an Ittifaqiah (UQI) Indralaya
Sumatera Selatan, Indonesia Profil akademik dan publikasi ilmiah · Vidwan · Google Scholar
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MODUL AJAR KURIKULUM MERDEKA PAI KELAS IX SMP

šŸ“˜ MODUL AJAR KURIKULUM MERDEKA

BAB I – Al-Qur'an Menginspirasi: Meraih Kesuksesan dengan Semangat Mencari Ilmu

Pendidikan Agama Islam dan Budi Pekerti | Fase D / Kelas IX / Semester I

🧾 A. Identitas Modul

Penyusun
Anis Susanti, M.Pd.I
Instansi
SMPN 1 Tanjung Lago
Tahun Penyusunan
2026
Jenjang
SMP
Mata Pelajaran
PAI dan Budi Pekerti
Fase/Kelas/Semester
D / IX / I (Ganjil)
Alokasi Waktu
5 Pekan / 15 Jam Pelajaran

šŸŽÆ B. Kompetensi Awal

Capaian Pembelajaran Fase D

Pada akhir Fase D, pada elemen Al-Qur'an Hadis peserta didik memahami definisi Al-Qur'an dan Hadis Nabi dan posisinya sebagai sumber ajaran agama Islam. Peserta didik juga memahami pentingnya pelestarian alam dan lingkungan sebagai bagian yang tidak terpisahkan dalam ajaran Islam. Peserta didik juga mampu menjelaskan pemahamannya tentang sikap moderat dalam beragama. Peserta didik juga memahami tingginya semangat keilmuan beberapa intelektual besar Islam. Dalam elemen akidah, peserta didik mendalami enam rukun Iman. Dalam elemen akhlak, peserta didik mendalami peran aktivitas salat sebagai bentuk penjagaan atas diri sendiri dari keburukan. Peserta didik juga memahami pentingnya verifikasi (tabayyun) informasi sehingga dia terhindar dari kebohongan dan berita palsu. Peserta didik juga memahami definisi toleransi dalam tradisi Islam berdasarkan ayat-ayat Al-Qur'an dan Hadis-Hadis Nabi. Peserta didik juga mulai mengenal dimensi keindahan dan seni dalam Islam termasuk ekspresi-ekspresinya. Dalam elemen ibadah, peserta didik memahami internalisasi nilai-nilai dalam sujud dan ibadah salat, memahami konsep mu'āmalah, riba, rukhsah, serta mengenal beberapa mazhab fikih, dan ketentuan mengenai ibadah qurban. Dalam elemen sejarah, peserta didik mampu menghayati penerapan akhlak mulia dari kisah-kisah penting dari Bani Umayyah, Abbasiyyah, Turki Usmani, Syafawi dan Mughal sebagai pengantar untuk memahami alur sejarah masuknya Islam ke Indonesia.

Capaian Pembelajaran Berdasarkan Elemen

ElemenCapaian Pembelajaran
Al-Qur'an dan HadisPeserta didik memahami definisi Al-Qur'an dan Hadis Nabi dan posisinya sebagai sumber ajaran agama Islam. Peserta didik juga memahami pentingnya pelestarian alam dan lingkungan sebagai bagian yang tidak terpisahkan dalam ajaran Islam. Peserta didik juga mampu menjelaskan pemahamannya tentang sikap moderat dalam beragama. Peserta didik juga memahami tingginya semangat keilmuan beberapa intelektual besar Islam.

🧩 C–F. Profil, Sarana, Target, dan Model Pembelajaran

C. Profil Pelajar Pancasila:
Beriman, Bertakwa Kepada Tuhan YME Berakhlak Mulia Berkebinekaan Global Bernalar Kritis

D. Sarana dan Prasarana:
LCD Projector, Speaker aktif, Notebook, CD Pembelajaran interaktif, HP, kamera, kertas karton, spidol, atau media lain sesuai situasi dan kondisi sekolah.

E. Target Peserta Didik:
Peserta didik reguler/tipikal — umum, tidak ada kesulitan dalam mencerna dan memahami materi ajar.

F. Model Pembelajaran:
Pembelajaran Tatap Muka.

šŸŽÆ A. Tujuan Kegiatan Pembelajaran

Tujuan Pembelajaran Bab:

Setelah mempelajari materi ini, peserta didik diharapkan mampu membaca, mengartikan, menulis, mendemonstrasikan hafalan dan menjelaskan kandungan Q.S. al-Mujadilah [58]: 11, Q.S. az-Zumar [39]: 9 serta hadis tentang menuntut ilmu, dan terbiasa membaca, mengartikan, menulis, menghafal Al-Qur'an dengan benar, meyakini bahwa Allah Swt. akan mengangkat derajat orang-orang yang berilmu serta terbiasa berperilaku semangat dalam mencari ilmu, serta mampu membuat paparan biografi singkat salah seorang cendekiawan muslim yang berjasa dalam pengembangan ilmu pengetahuan, dan mampu meneladaninya dalam kehidupan saat ini.

Tujuan Pembelajaran per Pertemuan

Pertemuan 1 — Metode Tutor Sebaya & Tanya Jawab
  1. Membaca Q.S. Al-Mujādilah [58]: 11 sesuai kaidah tajwid, khususnya hukum bacaan waqf dengan benar
  2. Membaca Q.S. Az-Zumar [39]: 9 sesuai kaidah tajwid, khususnya hukum bacaan waqf dengan benar
  3. Membaca hadis tentang keutamaan mencari ilmu dengan makhraj yang benar
  4. Terbiasa membaca Al-Qur'an dalam kehidupan sehari-hari dengan benar
Pertemuan 2 — Metode Pair Check
  1. Mengartikan Q.S. Al-Mujādilah [58]: 11 dengan benar
  2. Mengartikan Q.S. Az-Zumar [39]: 9 dengan benar
  3. Mengartikan hadis tentang keutamaan mencari ilmu dengan benar
  4. Terbiasa mengartikan Al-Qur'an dalam kehidupan sehari-hari dengan benar
Pertemuan 3 — Metode Drill & Parade Hafalan Qur'an
  1. Menulis dan mendemonstrasikan hafalan Q.S. Al-Mujādilah [58]: 11 dengan lancar
  2. Menulis dan mendemonstrasikan hafalan Q.S. Az-Zumar [39]: 9 dengan lancar
  3. Menulis dan mendemonstrasikan hafalan hadis tentang keutamaan mencari ilmu dengan lancar
  4. Terbiasa menghafal Al-Qur'an dan hadis dengan lancar dalam kehidupan sehari-hari
Pertemuan 4 — Metode Group Investigation & Reflektif Thinking
  1. Menjelaskan kandungan Q.S. Al-Mujādilah [58]: 11 dengan benar
  2. Menjelaskan kandungan Q.S. Az-Zumar [39]: 9 dengan benar
  3. Menjelaskan kandungan hadis tentang keutamaan mencari ilmu dengan benar
  4. Meyakini bahwa Allah Swt. akan mengangkat derajat orang-orang yang berilmu
  5. Terbiasa berperilaku semangat dalam mencari ilmu
Pertemuan 5 — Model Pembelajaran Berbasis Produk
  1. Membuat paparan tentang biografi singkat salah seorang cendekiawan/ilmuwan muslim yang berjasa
  2. Meneladani dan menerapkannya dalam kehidupan saat ini

šŸ’” B. Pemahaman Bermakna

  • Q.S. Al-Mujādilah [58]: 11, Q.S. Az-Zumar [39]: 9
  • Hadis tentang keutamaan mencari ilmu
  • Hukum bacaan waqf

❓ C. Pertanyaan Pemantik

  1. Guru meminta peserta didik untuk mengamati infografis Bab 1, yakni Q.S. Al-Mujādilah [58]: 11, Q.S. Az-Zumar [39]: 9 serta hadis tentang keutamaan mencari ilmu. Guru memberikan penjelasan tambahan apabila peserta didik belum memahami infografis.
  2. Selanjutnya guru meminta peserta didik untuk membaca Pantun Islami, dan mengerjakan Aktivitas 1 sebagai respon terhadap rubrik pantun.
  3. Guru mengajak peserta didik untuk membaca rubrik Tafakur, dan melakukan Aktivitas 2 sebagai respons terhadap rubrik Tafakur.
  4. Setelah itu guru memberikan kata kunci topik yang akan dibahas, terdapat pada rubrik Titik Fokus.

šŸ“š D. Kegiatan Pembelajaran

Pertemuan Pertama — Metode Tutor Sebaya dan Tanya Jawab

a. Kegiatan Pendahuluan

  1. Guru membuka pelajaran dengan mengucapkan salam
  2. Guru mengajak peserta didik untuk berdoa, dan membaca Al-Qur'an surah/ayat pilihan
  3. Guru menyiapkan fisik dan mental peserta didik untuk belajar, dengan mengecek kehadiran, kerapian pakaian dan memberikan beberapa pertanyaan terkait kesiapan psikis mereka mengikuti pelajaran
  4. Guru memberikan motivasi dan mengajukan pertanyaan yang berkaitan dengan materi pembelajaran, menyampaikan cakupan materi, tujuan, kegiatan pembelajaran, serta lingkup dan teknik penilaian
  5. Guru mengaitkan dan mengulang sedikit materi pada pertemuan sebelumnya, kemudian dikaitkan dengan materi yang akan dibahas dengan memberikan beberapa pertanyaan sederhana
  6. Mengkondisikan peserta didik untuk duduk secara berkelompok

b. Kegiatan Inti

  1. Guru menentukan beberapa orang peserta didik yang paling tartil membaca Al-Qur'an sebagai tutor
  2. Peserta didik yang menjadi tutor disebar dalam setiap kelompok
  3. Guru atau salah seorang tutor memberikan contoh bacaan Q.S. Al-Mujādilah [58]: 11, Q.S. Az-Zumar [39]: 9
  4. Peserta didik dan guru bertanya jawab terkait tajwid terutama hukum bacaan waqf
  5. Anggota kelompok berlatih membaca Al-Qur'an sesuai tajwid terutama hukum bacaan waqf, dipandu oleh tutor sebaya
  6. Guru bertindak sebagai narasumber dan fasilitator yang akan mengontrol bacaan peserta didik setelah berlatih dengan tutor sebaya
  7. Setiap anggota kelompok secara bergantian membaca Al-Qur'an dibimbing tutor sebaya (Aktivitas 3)
  8. Jika ada masalah yang tidak terselesaikan, barulah tutor meminta bantuan guru
  9. Guru berpindah dari satu kelompok ke kelompok lainnya untuk memberikan bantuan
  10. Guru mengecek bacaan Al-Qur'an peserta didik dengan format penilaian praktik membaca
  11. Peserta didik mengerjakan Aktivitas 4, mencari hukum bacaan waqf dalam Q.S. Al-Mujādilah [58]: 11 dan Q.S. Az-Zumar [39]: 9
  12. Guru dan peserta didik membaca hadis tentang keutamaan mencari ilmu

c. Kegiatan Penutup

  1. Guru dan peserta didik menyimpulkan materi pelajaran
  2. Guru dan peserta didik melakukan refleksi
  3. Guru dapat memberikan penugasan dan informasi lain sebagai tindak lanjut
  4. Mengajak semua peserta didik untuk mengakhiri pembelajaran dengan berdoa
Pertemuan Kedua — Metode Pair Check

a. Kegiatan Pendahuluan

  1. Guru membuka pelajaran dengan mengucapkan salam
  2. Guru mengajak peserta didik untuk berdoa, dan membaca Al-Qur'an surah/ayat pilihan
  3. Guru menyiapkan fisik dan mental peserta didik untuk belajar, mengecek kehadiran dan kerapian pakaian
  4. Guru memberikan motivasi dan menyampaikan cakupan materi, tujuan, kegiatan pembelajaran serta teknik penilaian
  5. Guru mengaitkan materi sebelumnya dengan materi yang akan dibahas
  6. Mengkondisikan peserta didik untuk duduk secara berkelompok

b. Kegiatan Inti

  1. Guru memberikan contoh membaca arti perkata dari Q.S. Al-Mujādilah [58]: 11, Q.S. Az-Zumar [39]: 9 serta hadis tentang keutamaan mencari ilmu
  2. Guru membimbing peserta didik membaca arti perkata dari ayat Al-Qur'an serta hadis
  3. Peserta didik membaca arti perkata dan dicek oleh teman sebangkunya
  4. Peserta didik yang tadi bertugas mengecek, bertukar tugas menjadi pembaca dan dicek oleh temannya
  5. Guru dan peserta didik secara bersama-sama membaca arti ayat dan hadis secara keseluruhan
  6. Peserta didik mengerjakan Aktivitas 5, melengkapi tabel arti kata (mufradat)

c. Kegiatan Penutup

  1. Guru dan peserta didik menyimpulkan materi pelajaran
  2. Guru dan peserta didik melakukan refleksi
  3. Guru dapat memberikan penugasan dan informasi lain sebagai tindak lanjut
  4. Mengajak semua peserta didik untuk mengakhiri pembelajaran dengan berdoa
Pertemuan Ketiga — Metode Drill dan Parade Hafalan Qur'an

a. Kegiatan Pendahuluan

  1. Guru membuka pelajaran dengan mengucapkan salam
  2. Guru mengajak peserta didik untuk berdoa, dan membaca Al-Qur'an surah/ayat pilihan
  3. Guru menyiapkan fisik dan mental peserta didik untuk belajar
  4. Guru memberikan motivasi dan menyampaikan cakupan materi, tujuan, dan teknik penilaian
  5. Guru mengaitkan materi sebelumnya dengan materi yang akan dibahas
  6. Mengkondisikan peserta didik untuk duduk secara berkelompok

b. Kegiatan Inti

  1. Peserta didik duduk berkelompok mengerjakan Aktivitas 6, menulis Q.S. Al-Mujādilah [58]: 11, Q.S. Az-Zumar [39]: 9 serta hadis tentang keutamaan mencari ilmu
  2. Guru berkeliling memberikan bimbingan dan koreksi langsung terhadap tulisan peserta didik
  3. Peserta didik secara berkelompok menghafal ayat Al-Qur'an serta hadis
  4. Guru berkeliling memberikan bimbingan dan koreksi terhadap hafalan peserta didik
  5. Guru memberikan dorongan agar peserta didik mampu melakukan sendiri, tidak mengandalkan orang lain
  6. Secara bergantian, tiap kelompok berparade menampilkan tulisan dan hafalannya di depan kelas
  7. Guru mengecek hafalan Al-Qur'an peserta didik dengan format penilaian praktik menghafal
  8. Guru memberikan apresiasi dan melakukan refleksi materi serta kendala yang ditemui

c. Kegiatan Penutup

  1. Guru dan peserta didik menyimpulkan materi pelajaran
  2. Guru dan peserta didik melakukan refleksi
  3. Guru dapat memberikan penugasan dan informasi lain sebagai tindak lanjut
  4. Mengajak semua peserta didik untuk mengakhiri pembelajaran dengan berdoa
Pertemuan Keempat — Metode Group Investigation dan Reflektif Thinking

a. Kegiatan Pendahuluan

  1. Guru membuka pelajaran dengan mengucapkan salam
  2. Guru mengajak peserta didik untuk berdoa, dan membaca Al-Qur'an surah/ayat pilihan
  3. Guru menyiapkan fisik dan mental peserta didik untuk belajar
  4. Guru memberikan motivasi dan menyampaikan cakupan materi, tujuan, dan teknik penilaian
  5. Guru mengaitkan materi sebelumnya dengan materi yang akan dibahas
  6. Mengkondisikan peserta didik untuk duduk secara berkelompok

b. Kegiatan Inti

  1. Guru menjelaskan secara sekilas tentang isi kandungan Q.S. Al-Mujādilah [58]: 11, Q.S. Az-Zumar [39]: 9 serta hadis tentang keutamaan mencari ilmu
  2. Peserta didik berkelompok mengerjakan Aktivitas 7, tentang nilai yang bisa dijadikan tuntunan dalam kehidupan sehari-hari
  3. Masih dalam kelompok yang sama, peserta didik mengerjakan Aktivitas 8 dengan tema berbeda tiap kelompok:
    • Kelompok 1: Keutamaan ilmu menurut Q.S. Al-Mujādilah [58]: 11
    • Kelompok 2: Keutamaan ilmu menurut Q.S. Fatir [35]: 28
    • Kelompok 3: Keutamaan ilmu menurut Q.S. Al-Baqarah [2]: 269
    • Kelompok 4: Keutamaan ilmu menurut H.R. Muslim no. 2699
    • Kelompok 5: Keutamaan ilmu menurut H.R. Muslim no. 1631
  4. Setiap kelompok secara bergiliran mempresentasikan hasil diskusi, kelompok lain memberikan tanggapan
  5. Guru mengajak peserta didik menuliskan dan menghafalkan doa sebelum belajar (Aktivitas 9)
  6. Peserta didik mengerjakan Aktivitas 10, merenungkan perilaku semangat mencari ilmu yang sudah dan belum dilakukan

c. Kegiatan Penutup

  1. Guru dan peserta didik menyimpulkan materi pelajaran
  2. Guru dan peserta didik melakukan refleksi
  3. Guru dapat memberikan penugasan dan informasi lain sebagai tindak lanjut
  4. Mengajak semua peserta didik untuk mengakhiri pembelajaran dengan berdoa
Pertemuan Kelima — Model Pembelajaran Berbasis Produk

a. Kegiatan Pendahuluan

  1. Guru membuka pelajaran dengan mengucapkan salam
  2. Guru mengajak peserta didik untuk berdoa, dan membaca Al-Qur'an surah/ayat pilihan
  3. Guru menyiapkan fisik dan mental peserta didik untuk belajar
  4. Guru memberikan motivasi dan menyampaikan cakupan materi, tujuan, dan teknik penilaian
  5. Guru mengaitkan materi sebelumnya dengan materi yang akan dibahas
  6. Mengkondisikan peserta didik untuk duduk secara berkelompok

b. Kegiatan Inti — Langkah-langkah pembelajaran berbasis produk:

  1. Secara berkelompok, membuat paparan tentang biografi singkat salah seorang cendekiawan/ilmuwan muslim yang berjasa dalam pembangunan bangsa
  2. Setiap kelompok secara bergiliran, mempresentasikan hasil produk
  3. Mengevaluasi pengalaman saat membuat produk, dan melakukan refleksi

c. Kegiatan Penutup

  1. Guru dan peserta didik menyimpulkan materi pelajaran
  2. Guru dan peserta didik melakukan refleksi
  3. Guru dapat memberikan penugasan dan informasi lain sebagai tindak lanjut
  4. Mengajak semua peserta didik untuk mengakhiri pembelajaran dengan berdoa

Metode dan Aktivitas Pembelajaran Alternatif

PertemuanMetode Alternatif
PertamaDemonstrasi
KeduaMake a Match
KetigaThink Pair Share
KeempatJigsaw
KelimaStudent Teams Achievement Divisions (STAD)

Untuk pembelajaran jarak jauh bisa menggunakan metode demonstrasi atau metode lain dengan media Google Meet atau Zoom Meeting.

Panduan Pembelajaran bagi Peserta Didik dengan Kemampuan Berbeda

  • Bagi peserta didik yang mengalami kesulitan belajar: guru dapat menerapkan teknik bimbingan kelompok/individual/tutor sebaya/sistem modul/bantuan komputer (computer assisted instruction)/pembelajaran terprogram/pemberian tugas khusus.
  • Bagi peserta didik dengan kecepatan belajar tinggi: guru dapat memberdayakan mereka menjadi tutor sebaya atau memberikan pengayaan dari beragam sumber belajar.

Guru juga perlu berkoordinasi dengan wali kelas, guru BK, orang tua, bahkan konselor untuk membantu peserta didik dengan beraneka ragam kemampuan.

Penguatan Materi

Guru melakukan klarifikasi dan penguatan materi dengan panduan rubrik Ikhtisar pada buku peserta didik, agar peserta didik mengetahui poin-poin penting materi yang dibahas dan termotivasi untuk membaca materi secara lengkap.

šŸŖž E. Refleksi

Peserta didik diajak melakukan aktivitas refleksi pada rubrik Uswatun Hasanah dan Pribadi Pelajar Berkarakter. Guru meminta peserta didik membaca kisah inspiratif Ali bin Abi Ṭolib r.a. yang oleh Rasulullah diibaratkan "pintunya ilmu", kemudian mengerjakan Aktivitas 11 untuk menggali nilai-nilai positif yang bisa diteladani.

Tabel Pribadi Pelajar Berkarakter

NoKarakter yang DiharapkanMampuBelum Mampu
1Mencintai ilmu pengetahuan

2Terbiasa menjalankan perintah agama sebagai penerapan dari ilmu

3Terbiasa memberi kemudahan/kelapangan bagi orang lain

4Mandiri dan senantiasa menggali potensi diri

5Berpikir kritis dan senantiasa ingin mencari tahu

6Semangat dalam mencari dan mengembangkan ilmu pengetahuan

7Hormat dan patuh pada guru

8Tawakal atas semua hasil yang diperoleh

Apakah kalian sudah memiliki karakter-karakter tersebut? Hal apa yang menjadi penghambat kalian untuk menjadi pribadi yang berkarakter? Sebaiknya mulailah dari diri kita sendiri, dari hal kecil, dan dari sekarang.

šŸ“ F. Penilaian

1. Penilaian Sikap — Rubrik Mari Bermuhasabah

Rubrik ini berisi penilaian diri untuk sikap spiritual dan sikap sosial yang harus diisi peserta didik dengan jujur, dengan cara memberi tanda centang pada emoticon sesuai keadaan sebenarnya (selalu, sering, jarang, tidak pernah) beserta alasannya. Guru memberikan tanggapan pada kolom Catatan/Penilaian Guru, dan apabila peserta didik belum menunjukkan sikap yang diharapkan, dilakukan tindak lanjut pembinaan oleh guru, wali kelas, dan/atau guru BK.

NoPernyataan
1Membaca buku agama/buku umum
2Menjalankan perintah agama sebagai penerapan dari ilmu
3Memberi kemudahan/kelapangan bagi orang lain
4Antusias terhadap ilmu yang disampaikan guru
5Mandiri dan senantiasa menggali potensi diri
6Berpikir kritis dan senantiasa ingin mencari tahu
7Semangat dalam mencari dan mengembangkan ilmu pengetahuan
8Semangat mengembangkan ilmu pengetahuan
9Hormat dan patuh pada guru
10Tawakal atas semua hasil yang diperoleh
2. Penilaian Pengetahuan — Rubrik Mari Berlatih (Soal Pilihan Ganda & Uraian)

Penilaian pengetahuan menggunakan teknik tes tertulis terdiri dari 10 soal pilihan ganda (4 pilihan jawaban) dan 5 soal uraian, disusun bervariasi dan mengarah pada High Order Thinking Skill (HOTS).

A. Soal Pilihan Ganda

  1. Lengkapi ayat pada Q.S. al-Mujadilah [58]: 11 berikut: (lanjutan ayat)
  2. Ketika membaca Al-Qur'an menjumpai tanda waqaf saktah, maka tanda tersebut menunjukkan...
    A. Harus berhenti   B. Lebih utama berhenti   C. Boleh berhenti dan boleh terus   D. Berhenti sejenak tanpa mengambil nafas
  3. Al-Qur'an merupakan pesan Allah Swt. untuk manusia agar menggapai kebaikan hidup. Al-Qur'an berfungsi...
    A. Memberi petunjuk dan penjelas bagi sesuatu yang harus diketahui   B. Menjadikan amal bagi yang membacanya   C. Memberi penguatan pada kehidupan   D. Menjelaskan isi hadis
  4. Berdasarkan Q.S. Al-Mujadilah ayat 11, ada dua golongan yang akan ditinggikan derajatnya oleh Allah Swt., yaitu...
    A. Orang yang bersyukur dan bertawakal   B. Orang yang taqwa dan sabar   C. Orang yang berikhtiar dan berdoa   D. Orang yang beriman dan berilmu
  5. Manakah yang bukan termasuk manfaat dari perilaku semangat mencari ilmu? (pilihan 1–4 pada soal asli)
  6. Kandungan lafal tentang orang berilmu tidak akan sama dengan orang yang tidak berilmu — terdapat pada lafaz...
  7. Allah Swt. membandingkan karakteristik orang berilmu dengan yang tidak berilmu melalui Q.S. Az-Zumar [39]: 9, dengan tujuan agar manusia...
    A. Semangat menuntut ilmu   B. Senantiasa bersabar   C. Senantiasa bersyukur   D. Semangat bersedekah
  8. Ilmu Allah yang sangat luas, digambarkan seperti hamparan alam yang tak pernah kering untuk dibaca, diteliti, dan ditulis. Asmaul Husna yang sesuai adalah...
    A. Al-Malik   B. Al-'Adil   C. Al-Hakim   D. Al-'Alim
  9. Tanda-tanda ilmu yang bermanfaat, yang selalu menyertai orang yang telah meninggal, ditunjukkan oleh pernyataan nomor...
  10. Contoh paling tepat dari perilaku semangat mencari ilmu ditunjukkan pada nomor... (dari daftar pernyataan pada soal asli)

B. Soal Uraian

  1. Mengapa setiap umat Islam diwajibkan mencari ilmu?
  2. Analisis perbedaan antara orang yang berilmu dengan orang yang tidak berilmu!
  3. Jelaskan kaitan antara pentingnya menuntut ilmu dan meraih cita-cita!
  4. Sebutkan hal-hal yang harus diperhatikan saat menuntut ilmu!
  5. Bagaimana akibatnya jika kita memiliki ilmu namun tidak diamalkan?

Kriteria Skor Uraian:

  • 1 = Jawaban sangat tidak sesuai dengan jawaban yang benar
  • 2 = Jawaban masih ada lebih dari dua kesalahan
  • 3 = Jawaban masih ada satu kesalahan
  • 4 = Jawaban sesuai dengan jawaban yang benar

Pengolahan Nilai: Nilai akhir merupakan hasil akumulasi nilai PG dengan nilai uraian, kemudian dibagi 3.

3. Penilaian Keterampilan — Rubrik Mari Berkreasi

Rubrik ini menilai aspek keterampilan peserta didik: praktik membaca (Aktivitas 4), praktik menerjemahkan (Aktivitas 5), praktik menulis dan menghafal (Aktivitas 6), serta penilaian produk berupa paparan biografi singkat cendekiawan/ilmuwan muslim.

a) Rubrik Penilaian Membaca (Skor 1–4 tiap surat/hadis, Nilai maksimal 4×3=12)
4 = Lancar dan sesuai tajwid  |  3 = Kurang lancar tapi sesuai tajwid  |  2 = Lancar tapi tidak sesuai tajwid  |  1 = Tidak lancar dan tidak sesuai tajwid
Penghitungan nilai = (Skor diperoleh ÷ Skor maksimal) × 100

b) Rubrik Penilaian Menulis
4 = Bentuk huruf, peletakan huruf, dan harakat tepat  |  3 = Sebagian kecil tidak tepat  |  2 = Sebagian besar tidak tepat  |  1 = Bentuk huruf, peletakan huruf, dan harakat kurang tepat

c) Rubrik Penilaian Menghafal
4 = Hafal dan lancar  |  3 = Hafal tapi kurang lancar  |  2 = Hafal sebagian besar  |  1 = Hafal sebagian kecil

d) Rubrik Penilaian Produk (Biografi Cendekiawan Muslim)
Aspek yang dinilai (skor 1–5): Perencanaan (persiapan, jenis produk), Tahapan Proses Pembuatan (persiapan alat & bahan, teknik pengolahan, kerjasama kelompok), dan Tahap Akhir (bentuk penayangan, inovasi, kreativitas).
Skor akhir = (Skor perolehan ÷ Skor tertinggi) × 100

šŸ” G. Kegiatan Pengayaan dan Remedial

1. Remedial
Bagi peserta didik yang masih kurang memahami materi bab ini:

  • Membaca kembali materi dengan seksama, dan bertanya kepada teman atau guru bila belum paham
  • Mengerjakan kembali rubrik Mari Bermuhasabah, Mari Berlatih, maupun Mari Berkreasi yang belum dipahami

2. Pengayaan
Untuk menambah wawasan, peserta didik dapat mencari referensi (web, blog, buku, artikel) mengenai:

  • Keutamaan ilmu
  • Cendekiawan Muslim modern
  • Adab mencari ilmu

3. Mari Membiasakan Diri (Komunikasi dengan Orang Tua)
Peserta didik mengisi jurnal bacaan Al-Qur'an harian selama satu semester dan melaporkannya kepada guru PAI setiap minggu.

NoHari/TanggalSurat dan AyatParaf Guru Ngaji/Orang Tua
1


2


dst


šŸ“Ž Lampiran

A. Lembar Kerja Peserta Didik (LKPD)
Terdiri dari beberapa bagian aktivitas, di antaranya: Tafakkur, Ṭalabul Ilmi, kegiatan kelompok, dan rubrik Uswatun Hasanah yang mengangkat kisah teladan Ali bin Abi Ṭolib r.a., sahabat sekaligus keponakan Rasulullah saw. yang diibaratkan sebagai "pintunya ilmu".

B. Bahan Bacaan Guru & Peserta Didik

  • Sumber informasi dari media/website resmi di bawah naungan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi
  • Buku Panduan Guru dan Siswa Pendidikan Agama Islam dan Budi Pekerti untuk SMP/MTs Kelas IX, Kemendikbudristek, 2022

C. Glosarium

IstilahDefinisi
Al-Qur'anKalamullah (firman Allah) yang diturunkan kepada Nabi Muhammad saw. dalam bahasa Arab, sampai kepada kita secara mutawatir, dimulai dari surat Al-Fatihah dan diakhiri surat An-Nas; membacanya dinilai ibadah.
HadisPerkataan, perbuatan, dan ketetapan (takrir) Nabi Muhammad saw. sebagai sumber hukum kedua dalam Islam.
Ilmu TajwidIlmu yang mempelajari cara mengucapkan huruf-huruf atau membaca ayat-ayat Al-Qur'an dengan benar.
IlmuHidayah atau inspirasi yang diperoleh melalui pembelajaran maupun penelitian, yang menunjukkan jalan tepat menyelesaikan masalah.
Ulul AlbabOrang-orang yang berpikir; orang yang mempunyai akal sempurna.
D. Daftar Pustaka

Ad-Damsyiqi, Ibnu Hamzah Al-Husaini Al-Hanafi (2008); Ahmad, Muhammad Yusuf (2016); Al-Hafizh, Ibnu Hajar Al-Asqalani (2000); Al-Hasyimi, Abdul Mun'im (2009); Al-Kumayi, Sulaiman (2008); Al-Munajjid, Muhammad bin Shalih (2006); Ash-Shan'ani, Muhammad Bin Ismail Al-Amir; Asy-Syafrowi, Mahmud (2014); Bahreisy, Salim (2008); Bakhri, Syaiful (2003); Departemen Agama RI (2007); Departemen Pendidikan Nasional (2002); Developer, Saltanera (2011); Dewan Redaksi Ensiklopedi Islam (2002); Hasan, Shahih (2014); Hawwa Said (2006); Hendra, Endang (2012); Husein, Musthafa Harahap (2012); Kementerian Agama RI (2011); Madjid, Nurcholish, dkk (2004); Mughniyah, Muhammad Jawad (2004); Puslitbang Lektur dan Khazanah Keagamaan (2014); Rosidin, Mukarom Faisal, dkk (2014); Rusyd, Ibnu (2013); Salim, Peter dan Yenny Salim (1995); Sayyid, Sabiq (1993); Shabir, Muslich (2004); Shihab, Quraish (1992); Soenarto, Ahmad (1988); Sulaiman, Moh. (2020); Taufik, Muhammad (2013); Team Baitul Hikmah (2017); Tim Riset dan Studi Islam Mesir (2005); Yatim, Badri (2005); Yusuf, Mundzirin, dkk (2006); Zakaria, A (2003).



KRITERIA KETERCAPAIAN TUJUAN PEMBELAJARAN (KKTP) KURIKULUM MERDEKA

KRITERIA KETERCAPAIAN TUJUAN PEMBELAJARAN (KKTP)
KURIKULUM MERDEKA

Nama Sekolah: SMP N 1 TANJUNG LAGO
Nama Penyusun: ANIS SUSANTI, M.Pd.I
NIP: 198408012010012018
Mata Pelajaran: Pendidikan Agama Islam dan Budi Pekerti
Fase D, Kelas/Semester: IX (Sembilan) / I (Ganjil) & II (Genap)

KRITERIA KETERCAPAIAN TUJUAN PEMBELAJARAN (KKTP)
KURIKULUM MERDEKA

Jenjang Sekolah: SMPN 1 Tanjung Lago
Mata Pelajaran: Pendidikan Agama Islam dan Budi Pekerti
Fase D Kelas/Semester: IX (Sembilan) / I (Ganjil)
Tahun Pelajaran: 2026 / 2027

A. Capaian Pembelajaran Fase D

Pada akhir Fase D, pada elemen Al-Qur'an Hadis peserta didik memahami definisi Al-Qur'an dan Hadis Nabi dan posisinya sebagai sumber ajaran agama Islam. Peserta didik juga memahami pentingnya pelestarian alam dan lingkungan sebagai bagian yang tidak terpisahkan dalam ajaran Islam. Peserta didik juga mampu menjelaskan pemahamannya tentang sikap moderat dalam beragama. Peserta didik juga memahami tingginya semangat keilmuan beberapa intelektual besar Islam. Dalam elemen akidah, peserta didik mendalami enam rukun Iman. Dalam elemen akhlak, peserta didik mendalami peran aktivitas salat sebagai bentuk penjagaan atas diri sendiri dari keburukan. Peserta didik juga memahami pentingnya verifikasi (tabayyun) informasi sehingga dia terhindar dari kebohongan dan berita palsu. Peserta didik juga memahami definisi toleransi dalam tradisi Islam berdasarkan ayat-ayat Al-Qur'an dan Hadis-Hadis Nabi. Peserta didik juga mulai mengenal dimensi keindahan dan seni dalam Islam termasuk ekspresi-ekspresinya. Dalam elemen ibadah, peserta didik memahami internalisasi nilai-nilai dalam sujud dan ibadah salat, memahami konsep mu'āmalah, riba, rukhsah, serta mengenal beberapa mazhab fikih, dan ketentuan mengenai ibadah qurban. Dalam elemen sejarah, peserta didik mampu menghayati penerapan akhlak mulia dari kisah-kisah penting dari Bani Umayyah, Abbasiyyah, Turki Usmani, Syafawi dan Mughal sebagai pengantar untuk memahami alur sejarah masuknya Islam ke Indonesia.

B. Elemen Capaian Pembelajaran Fase D

ElemenCapaian Pembelajaran
Al-Qur'an dan Hadis Peserta didik memahami definisi Al-Qur'an dan Hadis Nabi dan posisinya sebagai sumber ajaran agama Islam. Peserta didik juga memahami pentingnya pelestarian alam dan lingkungan sebagai bagian yang tidak terpisahkan dalam ajaran Islam. Peserta didik juga mampu menjelaskan pemahamannya tentang sikap moderat dalam beragama. Peserta didik juga memahami tingginya semangat keilmuan beberapa intelektual besar Islam.
Akidah Peserta didik mendalami enam rukun Iman.
Akhlak Peserta didik mendalami peran aktivitas salat sebagai bentuk penjagaan atas diri sendiri dari keburukan. Peserta didik juga memahami pentingnya verifikasi (tabayyun) informasi sehingga dia terhindar dari kebohongan dan berita palsu. Peserta didik juga memahami definisi toleransi dalam tradisi Islam berdasarkan ayat-ayat Al-Qur'an dan Hadis-Hadis Nabi. Peserta didik juga mulai mengenal dimensi keindahan dan seni dalam Islam termasuk ekspresi-ekspresinya.
Fikih Peserta didik memahami internalisasi nilai-nilai dalam sujud dan ibadah salat, memahami konsep mu'āmalah, riba, rukhsah, serta mengenal beberapa mazhab fikih, dan ketentuan mengenai ibadah qurban.
Sejarah Peradaban Islam Peserta didik mampu menghayati penerapan akhlak mulia dari kisah-kisah penting dari Bani Umayyah, Abbasiyyah, Turki Usmani, Syafawi dan Mughal sebagai pengantar untuk memahami alur sejarah masuknya Islam ke Indonesia.

C. Kriteria Ketercapaian Tujuan Pembelajaran (KKTP)

No ATP Alur Tujuan Pembelajaran 0–40% 41–65% 66–85% 86–100%
Bab I: Al-Qur'an Menginspirasi: Meraih Kesuksesan Dengan Semangat Mencari Ilmu
9.1 Peserta didik diharapkan mampu membaca, mengartikan, menulis, mendemonstrasikan hafalan dan menjelaskan kandungan Q.S. al-Mujadilah [58]: 11, Q.S. az-Zumar [39]: 9 serta hadis tentang menuntut ilmu, dan terbiasa membaca, mengartikan, menulis, menghafal Al-Qur'an dengan benar, meyakini bahwa Allah Swt. akan mengangkat derajat orang-orang yang berilmu serta terbiasa berperilaku semangat dalam mencari ilmu, serta mampu membuat paparan biografi singkat salah seorang cendekiawan muslim yang berjasa dalam pengembangan ilmu pengetahuan, dan mampu meneladaninya dalam kehidupan saat ini.



Bab II: Meyakini Hari Akhir Dengan Mawas Diri
9.2 Peserta didik diharapkan mampu mendeskripsikan pengertian iman dan dalil naqli iman kepada hari akhir, mengidentifikasi macam-macam nama kiamat, mendeskripsikan gambaran peristiwa kiamat kubra dan kiamat sugra, mengklasifikasikan kehidupan yang dialami manusia setelah hari kiamat, membuat karya sederhana (misalnya infografis, peta konsep) secara kreatif mengenai perjalanan kehidupan yang dialami manusia setelah hari kiamat, sehingga meyakini akan datangnya hari akhir, berperilaku mawas diri sebagai bentuk keimanan kepada Hari Akhir.



Bab III: Indahnya Etika Pergaulan dan Komunikasi Islami
9.3 Peserta didik diharapkan mampu mendeskripsikan pengertian, jenis etika pergaulan dan komunikasi Islami, mengidentifikasi contoh perilakunya dalam kehidupan sehari-hari, membuat karya berupa konten/postingan/komentar di media sosial terkait etika pergaulan dan komunikasi Islami, sehingga meyakini bahwa etika pergaulan merupakan perintah Allah Swt. serta mampu menciptakan suasana dinamis dan harmonis dalam pergaulan sehari-hari.



Bab IV: Bersyukur Dengan Akikah, Peduli Sesama Dengan Berkurban
9.4 Peserta didik diharapkan mampu menjelaskan ketentuan dan hikmah penyembelihan hewan, akikah dan kurban dalam ajaran Islam dengan benar, mendemonstrasikan tata cara penyembelihan hewan, mengidentifikasi hikmah akikah dan kurban, meyakini bahwa ibadah kurban dan akikah merupakan perintah agama, terbiasa melakukan penyembelihan hewan sesuai ketentuan Islam, serta mampu membuat karya berupa narasi/video tentang kurban atau akikah yang dilaksanakan di lingkungan tempat tinggal secara kreatif.



Bab V: Mengapresiasi Peradaban Daulah Usmani
9.5 Peserta didik diharapkan mampu mendeskripsikan, menganalisis, membuat karya berupa timeline sejarah peradaban Islam pada masa Daulah Usmani, meyakini bahwa Islam adalah agama yang rahmatan lil-'ālamīn dan terbiasa berperilaku menghargai hasil karya seni, memiliki motivasi bekerja keras dan tidak mudah putus asa.



Keterangan:
0 – 40% : Belum mencapai, remedial di seluruh bagian
41 – 65% : Belum mencapai ketuntasan, remedial di bagian yang diperlukan
66 – 85% : Sudah mencapai ketuntasan, tidak perlu remedial
86 – 100% : Sudah mencapai ketuntasan, perlu pengayaan atau tantangan lebih


KRITERIA KETERCAPAIAN TUJUAN PEMBELAJARAN (KKTP)
KURIKULUM MERDEKA

Jenjang Sekolah: SMPN 1 Tanjung Lago
Mata Pelajaran: Pendidikan Agama Islam dan Budi Pekerti
Fase D Kelas/Semester: IX (Sembilan) / II (Genap)
Tahun Pelajaran: 2026 / 2027

A. Capaian Pembelajaran Fase D

Pada akhir Fase D, pada elemen Al-Qur'an Hadis peserta didik memahami definisi Al-Qur'an dan Hadis Nabi dan posisinya sebagai sumber ajaran agama Islam. Peserta didik juga memahami pentingnya pelestarian alam dan lingkungan sebagai bagian yang tidak terpisahkan dalam ajaran Islam. Peserta didik juga mampu menjelaskan pemahamannya tentang sikap moderat dalam beragama. Peserta didik juga memahami tingginya semangat keilmuan beberapa intelektual besar Islam. Dalam elemen akidah, peserta didik mendalami enam rukun Iman. Dalam elemen akhlak, peserta didik mendalami peran aktivitas salat sebagai bentuk penjagaan atas diri sendiri dari keburukan. Peserta didik juga memahami pentingnya verifikasi (tabayyun) informasi sehingga dia terhindar dari kebohongan dan berita palsu. Peserta didik juga memahami definisi toleransi dalam tradisi Islam berdasarkan ayat-ayat Al-Qur'an dan Hadis-Hadis Nabi. Peserta didik juga mulai mengenal dimensi keindahan dan seni dalam Islam termasuk ekspresi-ekspresinya. Dalam elemen ibadah, peserta didik memahami internalisasi nilai-nilai dalam sujud dan ibadah salat, memahami konsep mu'āmalah, riba, rukhsah, serta mengenal beberapa mazhab fikih, dan ketentuan mengenai ibadah qurban. Dalam elemen sejarah, peserta didik mampu menghayati penerapan akhlak mulia dari kisah-kisah penting dari Bani Umayyah, Abbasiyyah, Turki Usmani, Syafawi dan Mughal sebagai pengantar untuk memahami alur sejarah masuknya Islam ke Indonesia.

B. Elemen Capaian Pembelajaran Fase D

ElemenCapaian Pembelajaran
Al-Qur'an dan Hadis Peserta didik memahami definisi Al-Qur'an dan Hadis Nabi dan posisinya sebagai sumber ajaran agama Islam. Peserta didik juga memahami pentingnya pelestarian alam dan lingkungan sebagai bagian yang tidak terpisahkan dalam ajaran Islam. Peserta didik juga mampu menjelaskan pemahamannya tentang sikap moderat dalam beragama. Peserta didik juga memahami tingginya semangat keilmuan beberapa intelektual besar Islam.
Akidah Peserta didik mendalami enam rukun Iman.
Akhlak Peserta didik mendalami peran aktivitas salat sebagai bentuk penjagaan atas diri sendiri dari keburukan. Peserta didik juga memahami pentingnya verifikasi (tabayyun) informasi sehingga dia terhindar dari kebohongan dan berita palsu. Peserta didik juga memahami definisi toleransi dalam tradisi Islam berdasarkan ayat-ayat Al-Qur'an dan Hadis-Hadis Nabi. Peserta didik juga mulai mengenal dimensi keindahan dan seni dalam Islam termasuk ekspresi-ekspresinya.
Fikih Peserta didik memahami internalisasi nilai-nilai dalam sujud dan ibadah salat, memahami konsep mu'āmalah, riba, rukhsah, serta mengenal beberapa mazhab fikih, dan ketentuan mengenai ibadah qurban.
Sejarah Peradaban Islam Peserta didik mampu menghayati penerapan akhlak mulia dari kisah-kisah penting dari Bani Umayyah, Abbasiyyah, Turki Usmani, Syafawi dan Mughal sebagai pengantar untuk memahami alur sejarah masuknya Islam ke Indonesia.

C. Kriteria Ketercapaian Tujuan Pembelajaran (KKTP)

No ATP Alur Tujuan Pembelajaran 0–40% 41–65% 66–85% 86–100%
Bab VI: Al-Qur'an Menginspirasi: Menjadi Khalifatullah Fil 'Ard Penebar Kasih Sayang
9.6 Peserta didik diharapkan mampu: membaca, mengartikan, menulis, mendemonstrasikan hafalan dan menjelaskan kandungan Q.S. Al-Baqarah [2]: 30 dan Al-Qaį¹£aį¹£ [28]: 77 serta hadis tentang khalifatullah fil 'ard penebar kasih sayang, dan terbiasa membaca, mengartikan, menulis, menghafal Al-Qur'an dengan benar, meyakini bahwa Allah Swt. telah menciptakan manusia sebagai khalifah di muka bumi, serta mampu membuat karya berupa puisi, gambar, poster, atau meme yang mengandung konten pentingnya saling menyayangi sesama manusia, sehingga peserta didik terbiasa berperilaku saling menyayangi meskipun berbeda bangsa, suku, agama, maupun budaya.



Bab VII: Meraih Ketenangan Jiwa Dengan Meyakini Qada Dan Qadar
9.7 Peserta didik diharapkan mampu menjelaskan makna iman kepada qada dan qadar, menjelaskan hubungan antara qada, qadar dengan ikhtiar dan doa, mendeskripsikan bukti beriman kepada qada dan qadar, membuat bagan atau infografis tentang iman kepada qada dan qadar, meyakini bahwa Allah Swt. memberikan qada dan qadar kepada makhluknya, terbiasa berperilaku optimis, sabar, dan tawakal sebagai hikmah dari iman kepada qada dan qadar sehingga mampu mewujudkan ketenangan jiwa dengan tawakal atas qada dan qadar Allah Swt.



Bab VIII: Dengan Seni Islami, Kehidupan Semakin Harmoni
9.8 Peserta didik diharapkan mampu mendeskripsikan pengertian seni islami, dalil naqli seni islami, ciri-ciri/kriteria seni islami, bentuk-bentuk ekspresi seni islami (nasid, qasidah, hadrah dll), para tokoh yang menggunakan seni sebagai media dakwah, sehingga melahirkan perilaku muslim terhadap seni yang sejalan dengan nilai-nilai Islam.



Bab IX: Mengenal Imam Mazhab, Ibadah Semakin Mantap
9.9 Peserta didik diharapkan mampu mendeskripsikan pengertian mazhab, pentingnya bermazhab dalam fikih, empat mazhab dalam fikih, klasifikasi taklid, ittibā', dan ijtihad, dan membuat bagan atau infografis tentang empat mazhab dalam fikih, sehingga tertanam sikap dan perilaku yang mencerminkan meneladani para imam mazhab.



Bab X: Mengapresiasi Peradaban Pada Masa Syafawi Dan India Mughal
9.10 Peserta didik diharapkan mampu mendeskripsikan, menganalisis, membuat karya berupa timeline sejarah peradaban Islam pada masa Syafawi di Persia, meyakini bahwa Islam adalah agama yang rahmatan lil-'ālamīn dan terbiasa berperilaku gigih dalam berjuang dan menghargai perbedaan.



Keterangan:
0 – 40% : Belum mencapai, remedial di seluruh bagian
41 – 65% : Belum mencapai ketuntasan, remedial di bagian yang diperlukan
66 – 85% : Sudah mencapai ketuntasan, tidak perlu remedial
86 – 100% : Sudah mencapai ketuntasan, perlu pengayaan atau tantangan lebih



Saturday, August 22, 2026

Religion, identity and multiculturalism: Finding the balance between spirituality and social tolerance

Religion, Identity and Multiculturalism: Finding the Balance Between Spirituality and Social Tolerance

Zainuddin Zainuddin1 · Bakhrum Amir2 · Achmad Yani3
1,2Institut Agama Islam Al-Qur'an Al-Ittifaqiah Indralaya, Indonesia
3Universiti Islam Sultan Sharif Ali, Brunei Darussalam

zainuddin@iaiqi.ac.id · bakhrum.amir81@iaiqi.ac.id · achmad.yani@unissa.edu.bn

Khazanah: Jurnal Studi Islam dan Humaniora · ISSN: 0215-837X (p); 2460-7606 (e) · Vol. 23(1), 2025, pp. 95–118
DOI: 10.18592/khazanah.v23i1.17392


Abstract

This research explores the role of religion as a social identity marker in Indonesia's multicultural society through fieldwork in South Sumatra, specifically in Palembang and Musi Banyuasin. The current study utilizes a qualitative approach, incorporating in-depth interviews and participatory observation, to investigate the multifaceted nature of religious identity.

The analysis reveals a dualistic function of religious identity, serving as a source of spirituality and a catalyst for social cohesion. However, the study also recognizes the potential for religious identity to catalyze exclusivism. Utilizing a combination of philosophical hermeneutics and a sociological perspective, this study highlights the significance of contextual interpretation of religious teachings in fostering inclusive spirituality.

The findings indicate that tolerant spiritual expressions contribute to the strengthening of social harmony, as evidenced by increased interfaith engagement and reduced tensions. A model of spirituality-based multiculturalism is proposed as a strategy for improving social integration in Indonesia.

Inclusive Spirituality Religious Identity Social Harmony Multicultural Society

Introduction

Indonesia, the world's largest archipelago, has more than 17,000 islands, more than 300 ethnic groups, and six officially recognized religions.1 The aforementioned factors have resulted in a considerable degree of diversity, thereby giving rise to a public sphere that is in a constant state of flux. Within this sphere, religion functions not only as a personal spiritual system but also as a marker of social identity, particularly in social and political interactions occurring at both the local and national levels.2 JosĆ© Casanova3 developed the concept of “public religion” to elucidate the persistence and influence of religion in the modern public sphere. The text challenges the notion of secularization, emphasizing the significant role that religion plays in the formation of collective identity and civic behaviour.

In the Indonesian context, this complexity is both an opportunity and a challenge. Religion offers moral values and solidarity on the one hand, but if understood rigidly and exclusively, can lead to horizontal conflict and sectarian violence.4 An overly exclusive religious identity can lead to discrimination against out-groups, as seen in the Ambon and Poso conflicts, as well as various cases of intolerance that still occur in Indonesia, according to research conducted by Braithwaite5 and colleagues. This fact shows how important it is to reinterpret the position of religion in plural societies as a source of inclusive and unifying spirituality, not as a source of conflict.6 On the other hand, a recent empirical study in South Sumatra shows that when interpreted inclusively, religion can be an effective integrative force, especially through multiculturalism spirituality and locally developed interfaith practices.7

This research departs from both theoretical and empirical concerns regarding the issue of religious identity in plural societies, particularly in Indonesia, which is culturally, ethnically, and religiously diverse, with a specific focus on the South Sumatra region. It seeks to answer a key question: How can religion be reinterpreted as a source of inclusive spirituality that supports multiculturalism without compromising the authenticity of religious traditions? To address this question, the study explores four main aspects: (1) the construction and negotiation of religious identity in the public sphere; (2) the ideological, historical, and sociological factors that drive exclusivism; (3) the potential of the hermeneutic approach in interpreting religious teachings inclusively; and (4) a model of multiculturalism that integrates spiritual values and social tolerance. This overarching inquiry is grounded in the urgent need to formulate a new paradigm that positions religion as a spiritual force capable of fostering respect for diversity and building social harmony amid the growing demands of globalization for tolerance and openness across identities.

This research aims to build a theoretical and practical framework in transforming religious identity from an exclusive form to a more inclusive and dialogical understanding. This main objective is elaborated into four strategic focuses: first, analysing how religious identity is constructed and carried out in plural societies and its implications for social relations; second, identifying ideological, sociological and historical factors that encourage exclusivism and trigger potential conflicts; third, formulating a hermeneutic approach that allows contextual and open interpretation of sacred texts; and fourth, developing a model of multiculturalism that is able to bridge spiritual values with the spirit of social tolerance in common life. Through this approach, it is hoped that religion will not only be a marker of identity, but also an ethical energy that encourages social cohesion in the midst of diversity.

This research makes a significant academic contribution to the interdisciplinary study of religion and society by presenting a contextual perspective from South Sumatra, Indonesia—a region that has been underrepresented in studies on religious identity and multiculturalism. Unlike the dominant approach in Western literature, this study proposes a spirituality-based model of multiculturalism built on empirical findings regarding religious practices, interfaith dialogue, and local socio-political dynamics. Combining a philosophical hermeneutic approach and interpretive qualitative methods, this research reveals how the contextual reinterpretation of religious teachings can preserve the authenticity of religious traditions while promoting inclusive spirituality. The originality of this contribution lies in mapping the relationship between spirituality, identity, and tolerance in a pluralistic society, as well as in the methodological framework that can be replicated for similar studies in other multicultural regions.

Theoretically, this study uses Tajfel and Turner's8 Social Identity Theory to explain the construction of religious identity and the dynamics of intergroup relations. The philosophical hermeneutics of Hans-Georg Gadamer is used as a foundation in building a dialogical and inclusive method of interpretation of sacred texts.9 Will Kymlicka and Bhikhu Parekh's theory of multiculturalism is used as a framework in assessing social policies and strategies in managing diversity.10 McGuire's concept of “lived religion” is also used to link theory with people's daily religious practices.11

Methodologically, this research uses an interpretative qualitative approach with a hermeneutic thematic analysis method of religious texts and public discourse. Data collection was conducted through literature study, discourse analysis, and in-depth interviews with religious leaders, academics, and social activists. Data validity was strengthened through triangulation between sources and methods. The choice of methodology was tailored to the explorative and in-depth nature of the research.

Method

This study adopts a qualitative-descriptive and interpretive approach by integrating literature review, philosophical-hermeneutic analysis, and empirical fieldwork conducted in South Sumatra, particularly in the regions of Palembang City and Musi Banyuasin Regency. This approach is chosen to explore the role of religion as a marker of social identity in a multicultural society and to understand how inclusive spirituality emerges within specific local contexts. The research is grounded in major theoretical frameworks from the sociology of religion and social identity theory, including Peter Berger's concept of the social construction of reality, Will Kymlicka's theory of multiculturalism, and Henri Tajfel's psychosocial theory of intergroup relations.12 In addition, the study draws upon JosĆ© Casanova's notion of “public religion” and Diana Eck's work on religious diversity in modern society.13

Methodologically, the study is guided by the principles of qualitative research as formulated by Creswell, which emphasize deep engagement with social meaning and symbolic structures, privileging participants' lived experiences and contextual interpretations.14 Data collection was carried out through participant observation, in-depth interviews, and document analysis, in line with interpretive research traditions. Participant observation focused on religious practices, interfaith encounters, and expressions of spirituality in everyday settings. In-depth interviews were conducted with 15 key informants, including religious leaders, scholars, social activists, and interfaith community practitioners. These informants were selected purposively based on their active involvement in promoting interreligious dialogue and inclusive spirituality at the grassroots level.

Document analysis involved examining local government policies, interfaith community records, and media archives to understand the historical and sociopolitical dynamics of religious identity. In this context, the term historical data refers to oral histories, archival records, and documented narratives on the evolution of religious expressions and identity politics in South Sumatra, particularly since Indonesia's Reformasi era.15 A philosophical hermeneutic framework guided the interpretation of religious texts and spiritual practices. Drawing on Hans Georg Gadamer's concepts of fusion of horizons and Wirkungsgeschichte (effective history), the study understands interpretation as a dialogical process shaped by historical consciousness.16 The work of Rudolf Bultmann is also relevant, particularly his notion of demythologization, which seeks to translate religious myth into existential meaning for contemporary audiences.17

The data analysis employed a thematic-hermeneutic method, wherein emergent themes from interviews and fieldnotes were interpreted in relation to the broader philosophical and sociological frameworks. Data validity was ensured through triangulation of methods and sources, as well as member checking to confirm the accuracy and resonance of interpretive findings with the informants' lived realities. This methodological synthesis aims to provide a comprehensive understanding of how religious identity is constructed, negotiated, and expressed in a pluralistic society. It also reveals the extent to which inclusive spirituality—rooted in theological authenticity yet open to dialog—can serve as a constructive force in promoting social cohesion and tolerance in multicultural Indonesia.18

Result and Discussion

Religion as Social Identity

A hermeneutic-interpretative analysis of field data in South Sumatra reveals that religion is not merely a private individual matter. Instead, it has developed into a collective identity that is complexly integrated with ethnic affiliation and local culture. The results of the participatory observation study conducted in Palembang City indicate that collective representations are manifested in various communal rituals, ranging from religious celebrations to daily social practices. These practices involve religious symbolism as a marker of group identity.19 The results of in-depth interviews with interfaith informants in the two research districts confirm that the concept of “collective representation” does not only represent individual beliefs, but has become a mechanism of group identity formation that distinguishes ‘us’ from “them”.20 To deepen the understanding of this phenomenon, thematic analysis was employed, a qualitative method used to identify, analyse, and interpret patterns of meaning or “themes” within the data. This method allows researchers to systematically recognize recurring ideas and narratives across various sources, thereby generating a deeper understanding of how religious identity operates in different contexts. The results of the thematic analysis indicate that in the multicultural context of South Sumatra, religious identity can become exclusive and even divisive if not balanced with inclusive, universal values,21 as reflected in several instances of communal tension and conflict that have occurred in certain areas.

Historical data and the results of the Focus Group Discussion reveal that the transformation of religion into a marker of social identity in South Sumatra cannot be separated from the process of modernization and nation-building that has taken place since independence. The concept of “imagined community”,22 proved to be relevant through the finding that religious identity has formed an imagined community that transcends traditional geographical boundaries, especially among Palembang's young urban Muslim generation. Analysis of local policy documents and the results of data triangulation show that the state's recognition of six official religions has created a formal categorization of religious identity in local social and political life.23 This process has resulted in a phenomenon that key informants refer to as “South Sumatra cultural Islam”, a form of “civil Islam”,24 which is adaptive to the locality, but also has the potential for exclusive “religious nationalism” when dealing with certain political issues.

The research findings indicate that religious identity in South Sumatra has undergone substantial politicization during Indonesia's Reformasi era, which commenced in 1998 following the dissolution of President Suharto's New Order regime. This period was characterized by a significant political transition, characterized by the adoption of democratic governance, decentralization, and an expansion of civil liberties, encompassing heightened freedom of expression, association, and political participation. An examination of local political contestation during the previous three election periods indicates that the identity of political Islam has emerged as a mechanism for mass mobilization.25 A thorough examination of minority religious communities in the Musi Banyuasin and Palembang districts discloses a multifaceted process of minoritization, wherein religious identity functions as a conduit for both defense and resistance against the domination exerted by the majority.26

A series of interviews were conducted with informants from the Christian, Buddhist, and Chinese-Confucian communities. The results of these interviews indicated that the aforementioned communities have developed a series of adaptive strategies in response to socio-political pressures. These strategies include the formation of interfaith solidarity networks, informal but effective in maintaining the existence of their respective communities amid local political dynamics.

The application of Social Identity Theory27 in this research has demonstrated that the development of religious identity in South Sumatra is influenced by a multitude of psychosocial factors, which are intricate in nature. The results of the questionnaires administered to respondents suggest that individuals' sense of self-esteem is enhanced through their affiliation with religious groups. However, the findings reveal notable variations in this phenomenon based on factors such as education level, socio-economic status, and the intensity of an individual's religious devotion. A salient finding of this study is the identification of patterns of in-group favoritism bias that vary by social context. Observations in traditional markets, schools, and other public spaces demonstrate that such bias is lower in everyday economic interactions compared to political contexts or religiously sensitive issues. This corroborates the conclusions of Verkuyten et al., which demonstrated that individuals with a robust religious identification exhibited a heightened propensity to exhibit bias against other religious groups. However, this bias demonstrated significant contextual modulation within the multicultural society of South Sumatra.28

A salient finding of this research is the intricacy of intersectionality of religious identity in South Sumatra. Thematic analysis of interview data reveals that religious identity intersects with ethnic identity (Malay, Javanese, Arab, Palembang), social class, and gender in ways that are not always predictable. Field findings indicate that Muslim religious identity in South Sumatra is not homogeneous but rather fragmented based on theological orientation (traditionalist vs. modernist), organizational affiliation (NU, Muhamadiyah, local organizations), and socio-economic background, thereby confirming the internal heterogeneity of Indonesian Muslim communities. In a similar vein, each of the religious communities—Christian, Hindu, Buddhist, and Confucian—exhibits a notable degree of internal diversity,29 thereby giving rise to a multifaceted and ever-evolving tapestry of religious identities. This phenomenon of intersectionality demonstrates that religious identity is not a static and monolithic entity, but rather a social construction that is continuously negotiated and reconstructed in daily social interactions. This opens up opportunities for the development of more inclusive models of tolerance and dialogue in the future.

Spiritual Needs in the Midst of Diversity

Based on a hermeneutic-interpretative analysis of in-depth interviews with cross-generational respondents in South Sumatra, modern humans are shown to face a spiritual void amidst the swift flow of globalization and secularization that erodes traditional meanings.30 This phenomenon, which Max Weber called “disenchantment of the world”, is not only happening in the West, but also in South Sumatra, which is undergoing rapid socio-economic transformation, especially in the urban areas of Palembang and the industrial area of Musi Banyuasin.31 The findings of participatory observation show that Charles Taylor's research on the “secular age” is relevant in the local context, where modernity does not eliminate religiosity, but turns it into an individual choice in a plural and competitive context.32 Data triangulation results from Focus Group Discussions with participants across backgrounds revealed that religion is present to fulfill essential spiritual needs—not just as a belief system, but as a source of meaning, identity, and transcendence that provides orientation in an increasingly complex and uncertain life.33

Research results from the collected data reveal that inclusive spirituality in South Sumatra offers an alternative paradigm that encourages respect for differences as a manifestation of the richness of divine creation.34 This concept is in line with field findings on local spiritual practices that integrate Raimon Panikkar's35 thoughts on “cosmic confidence” and “inter-religious dialogue”, where religious diversity is not a threat, but an opportunity to deepen spiritual understanding. Various traditions confirm that inclusive spirituality can be found in Islamic mystical traditions such as Ratib Palembang, Christian contemplative traditions in the Batak-Christian community of Musi Banyuasin, Buddhist meditation in the monasteries of Palembang, and the Hindu philosophy of “Vasudhaiva Kutumbakam” in the Hindu-Bali community of South Sumatra.36 Ethnographic observations show that these traditions teach a genuine spiritual quest that leads to an experience of transcendence that transcends the boundaries of sectarian identity and encourages compassion for all beings.

Another important finding of this research identifies a growing “interfaith community” in South Sumatra that transcends denominational barriers. This concept is supported by empirical validation of Catherine Cornille's “multiple religious belonging” theory, where survey results of representative respondents show a substantial prevalence of individuals with complex spiritual affiliations without losing spiritual depth.37 This phenomenon was observed in the practices of interfaith joint activities in the research sites, such as the Kejawen-Islam tradition in the Javanese community of South Sumatra that combines Hindu-Buddhist-Islamic elements, the contemporary spirituality movement in Palembang that integrates various traditions of meditation and contemplation, and the interfaith community in Musi Banyuasin that organizes joint religious rituals or activities without sacrificing the authenticity of their respective traditions.38 Correlational statistical analysis confirmed empirical research findings that individuals with an inclusive spiritual orientation have significantly higher tolerance scores towards religious diversity and are better able to build bridges of interfaith dialogue than groups with an exclusive orientation.39

The implementation of Heelas and Woodhead's40 concept of “spiritual revolution” in the analysis of field data revealed that South Sumatran society is undergoing a complex spiritual transformation, where many modern individuals seek a more personalized, experiential, and holistic spirituality rather than rigid institutional religion. Quantitative research results indicate a significant prevalence of alternative spirituality seeking, especially among Palembang's urban millennial generation. Participatory observation identified this phenomenon in the proliferation of recitation groups in Palembang mosques, spiritual communities on local campuses, and the rise of kubro pilgrimage traditions of spiritual figures that attract participation from various religious backgrounds. Hermeneutic analysis shows that inclusive spirituality in this context does not mean religious relativism or superficial syncretism, but rather a deep search for universal dimensions in particular traditions.41

Another important finding is the identification of a crisis of meaning faced by South Sumatra's millennial and post-millennial generations, which is in line with Pew Research Center's research on the “spiritual but not religious” syndrome.42 The results of an in-depth survey of the digital generation show a majority proportion who maintain a spiritual dimension but are sceptical of formal religious institutions, especially among students and young professionals in Palembang. A mixed-methods analysis revealed that this phenomenon creates both opportunities and challenges for the development of an inclusive spirituality that is able to answer the spiritual longings of the digital generation without compromising the substance of authentic religious traditions. The findings show that a model of inclusive spirituality that is contextual and responsive to the needs of the digital generation can contribute to the formation of a religious yet tolerant, spiritual yet inclusive society in South Sumatra, with indicators of increased participation in interfaith activities and decreased levels of religious-based conflict in areas with inclusive spirituality program interventions.43

Tolerance and Religious Pluralism

Religious tolerance in the multicultural context of Indonesia, especially in South Sumatra, is not just an abstract concept, but an empirical need that has proven significant in strengthening social integration and creating religious harmony. Based on research findings, true tolerance does not intend to eliminate or obscure the fundamental differences that exist between religious communities, but instead recognizes and respects diversity as a social and theological reality that reflects the richness of God's creation.44 Participatory observation data in the multiethnic region of Musi Banyuasin and the urban area of Palembang show that doctrinal differences, rituals, and religious traditions can function as manifestations of inclusive spirituality when interpreted through genuine spiritual awareness.

Various global and local initiatives have shown that interfaith dialog can lead to constructive understanding without compromising the uniqueness of each tradition. The Common Word Initiative, launched by Muslim leaders in 2007, is a concrete example of how bridge-building with Christian traditions can be done based on shared fundamental values such as love of God and fellow human beings.45 Results reveal that a similar approach has been developed on a local scale through the growing practice of “interfaith community of communities” in Palembang and Musi Banyuasin, where interfaith communities organize interfaith cooperation without compromising the authenticity of their respective traditions.

The concept of Islam as rahmatan lil ālamīn (mercy for the universe) provides a strong theological framework for understanding the role of religion in realizing broader social harmony,46 as reflected in the phenomenon of “South Sumatra cultural Islam” which is adaptive to multicultural locality. In the context of South Sumatra's pluralism, this concept is integrated with local traditions such as the Ratib Palembang tradition, creating a form of spirituality that key informants referred to as “civil Islam” that is responsive to diversity. Buddhism with the concept of compassion in Palembang monasteries, Christianity with the tradition of contemplation in the Batak-Christian community of Musi Banyuasin, and Hinduism with the philosophy of “Vasudhaiva Kutumbakam” in the Hindu-Bali community of South Sumatra both teach the importance of compassion, justice, and service to others.47

Building authentic tolerance requires a stronger foundation than political slogans or formal top-down policies, as confirmed by the empirical findings of the research in South Sumatra. Sustainable tolerance must be rooted in genuine spiritual awareness, where individuals and communities understand that religious diversity is part of a divine plan that needs to be respected.48 This spiritual awareness involves developing virtues such as humility, empathy, and wisdom that enable one to appreciate the truths found in other traditions without feeling threatened in one's own beliefs—fundamentally different from tolerance based solely on political pragmatism or social pressure.

The application of tolerance based on spiritual awareness demands a holistic transformation in the way individuals and communities understand the relationship between religious identity and citizenship in the context of multicultural Indonesia. Research findings on South Sumatra's millennial and post-millennial generations indicate the prevalence of a “spiritual but not religious” phenomenon that creates both opportunities and challenges for the development of inclusive spirituality.49 This requires the development of an integrative pedagogy in religious education, where understanding of one's own tradition is enriched by respectful knowledge of other traditions. In the long run, tolerance built on mature spiritual awareness will result in a society that is not only externally peaceful, but also has strong resilience in the face of various challenges and provocations that can threaten social harmony.

Hermeneutics of Religious Identity

The hermeneutic approach, particularly as formulated by Rudolf Bultmann through the concept of demythologization, offers a transformative method for reinterpreting religious teachings from mythic literalism to existential relevance. In the context of Indonesia's multicultural reality, such reinterpretation is not merely theoretical, but a practical necessity in navigating pluralism, identity politics, and social cohesion.50 This aligns with empirical findings from South Sumatra, where communities that actively reinterpret their religious traditions within local and contemporary frameworks exhibit notably higher levels of tolerance, interfaith cooperation, and social adaptability.

Hans Georg Gadamer's philosophical hermeneutics provides a deeper framework for analyzing the formation of religious identity as a dynamic process of fusion of horizons wherein the legacy of historical tradition enters a dialogical encounter with present-day experiences. Gadamer's notion of Wirkungsgeschichte (effective history) reinforces the idea that understanding is never detached from context; it is always mediated by historical consciousness and cultural situatedness.51 This dynamic is evident in the spiritual practices of the Ratib Palembang and Ziarah Kubro, where Islamic classical spirituality fuses meaningfully with Malay local customs.52 These practices exemplify how a living hermeneutic can sustain religious authenticity while fostering cultural relevance.

A contextual hermeneutic thus enables religion to function as a constructive moral and ethical force rather than a divisive one. Paul Ricoeur, through his work The Symbolism of Evil, argues that symbolic interpretation opens access to the universal dimensions of meaning within sacred texts beyond surface literalism, which often reinforces sectarian boundaries.53 Research findings show that religious communities in South Sumatra who employ such symbolic and contextual readings are more inclined toward inclusive interfaith dialogue and demonstrate a tangible contribution to social harmony.

Furthermore, a hermeneutic approach to religious identity in Indonesia requires a recognition of the complex historical and cultural fabric of the archipelago's spiritual landscape. Clifford Geertz's view of religion as a system of symbols that provides meaning to human existence within specific cultural contexts underscores the necessity of culturally embedded interpretation.54 The study confirms that in South Sumatra, religious identity is not monolithic, but constantly negotiated through interactions with ethnic, cultural, and socio-political forces. The phenomenon of multiple religious belonging observed in this research demonstrates that hermeneutic openness allows individuals to remain rooted in their faith while constructively engaging with other traditions without falling into relativism or superficial syncretism.

The broader significance of religious hermeneutics lies in its capacity to reframe potential sources of conflict into opportunities for dialogical understanding and mutual transformation. Edward Said, in Orientalism, warned against reductionist interpretations of the “other” that reinforce dominance and prejudice. In contrast, authentic hermeneutics fosters empathetic, critical, and dialogic engagement—qualities evident among South Sumatra's younger generations who are increasingly exposed to pluralistic realities.55 The research reveals that youth equipped with hermeneutical literacy are more likely to become agents of peace, bridging religious boundaries through inclusive spirituality while maintaining deep commitments to their own traditions.56

In conclusion, the hermeneutics of religious identity offers a critical methodology for reimagining religion as a resource for social integration rather than division. It provides both the epistemological tools and ethical orientation to interpret sacred traditions in ways that are theologically grounded, culturally situated, and socially transformative. In plural societies like Indonesia, particularly in diverse regions such as South Sumatra, hermeneutics becomes indispensable for cultivating an inclusive spirituality that is dialogical, compassionate, and conducive to enduring peace.

Conclusion

This research reveals that religion in the context of Indonesia's multicultural society, especially in South Sumatra, not only functions as an individual spiritual expression, but also as a marker of social identity that has a major influence on the dynamics of inter-group relations. The research shows that when interpreted exclusively, religious identity has the potential to trigger tension; but on the contrary, when interpreted through a hermeneutic approach and inclusive spirituality, religion can become a unifying force in building social harmony.

Through the integration of the approaches of sociology of religion, philosophical hermeneutics, and multiculturalism theory, it is found that the spirituality and interfaith dialog practices that grow in Palembang and Musi Banyuasin are concrete evidence that transcendental experiences do not have to be shackled by theological sectarianism. The findings on spirituality-based multiculturalism and the transformation of spiritual needs among the millennial generation strengthen the argument that inclusive spirituality is a relevant and adaptive model of future religiosity.

The research concludes that the reinterpretation of religious identity through contextual hermeneutics can increase people's capacity to manage diversity in a peaceful and civilized manner. This approach does not erase differences, but rather transforms them into a foundation for dialog that respects the authenticity of each tradition while building a shared public ethic. Ultimately, an inclusive spirituality grounded in profound theological acumen constitutes a pivotal prerequisite for fortifying social integration and forestalling identity conflicts within Indonesia's pluralistic milieu.

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Artikel ini dipublikasikan di Khazanah: Jurnal Studi Islam dan Humaniora, Vol. 23(1), 2025, pp. 95–118.

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