Jurnal Pendidikan Islam 5 .
175-188 DOI: 10.
15575/jpi.
http://journal.
id/index.
php/jpi p-ISSN: 2355-4339
e-ISSN: 2460-8149
CREATING RELIGIOUS TOLERANCE THROUGH QURAoAN-BASED
LEARNING MODEL FOR RELIGIOUS EDUCATION
Munawar Rahmat Universitas Pendidikan Indonesia (UPI) Bandung Jl.
Dr.
Setiabudi No.
Isola.
Bandung.
Jawa Barat.
Indoesia, 40154 Email:munawarrahmat.
pai@upi.
Endis Firdaus Universitas Pendidikan Indonesia (UPI) Bandung Jl.
Dr.
Setiabudi No.
Isola.
Bandung.
Jawa Barat.
Indonesia, 40154 Email:endisf@upi.
Wildan Yahya Universitas Islam Bandung (UNISBA) Jl.
Tamansari No.
Tamansari.
Bandung.
Jawa Barat.
Indonesia, 40116 Email:wildan_yahya@yahoo.
Received: 11, 2019.
Accepted: 12, 2019.
Published: 12, 2019.
ABSTRACT
Religious tolerance is one of the competencies listed in Indonesia higher education curriculum.
There is a need to design learning model that can increase studentsAo religious tolerance in higher education.
This study aims to produce a learning model for religious education which is based on the QurAoan to nurture studentsAo religious tolerance.
To answer the problem of this study, a quasi-R&D model was This research is multi-years.
In the first year .
a learning model was tested.
The research findings showed that the lecture model was carried out in six stages: describing the Qur'anic view of the faith of adherents of non-Islamic religions.
reminding students of the dangers of takfir.
studentsAo common mistakes in assessing other religions.
describing the main teachings of other religions correctly.
searching for common denominator between Islam and other religions.
developing inclusive attitudes and religious tolerance.
After being tested, this learning model has proven to be effective in increasing students' understanding of the basic teachings of other religions, in understanding of the basic teachings of Islam, in developing more robust understanding in their Islamic Aqedah, and being more inclusive and tolerant to adherents of other religions.
Keywords: Learning Model.
PAI (Pendidikan Agama Islam/Islamic Educatio.
QurAoan.
Religious Tolerance.
ABSTRAK
Toleransi beragama meruapakan satu dari beberapa indicator kompetensi dalam kurikulum Pendidikan national Diperlukan sebuah model pembelajaran yang bias meningkatkan toleransi beragama mahasiswa.
Untuk menjawab tujuan penelitian ini, model R&D digunakan.
Penelitian ini merupakan penelitian beberapa tahuan pelaksanaannya.
Di tahun pertama .
model pembelajaran diujicoba.
Hasil penelitian menunjukan bahwa model perkuliahan dilakukan dalam enam tahapan: mendeskripsikan pandangan al-Quran tentang keimanan para pemeuk agama selain Islam, mengingatkan mahasiswa akan bahayanya sikap takfir, mendeskripsikan kesalahan-kesalahan umum mahasiswa dalam menilai agama lainnya, mendeskripsikan ajaran pokok agama yang lain secara benar, mencari titik temu antara Islam dan agama lainnya, dan mengembangkan perilaku inklusif dan toleransi beragama.
Setelah diuji, model pembelajaran ini terbukti effektif dalam meningkatkan pemahaman mahasiswa terhadap dasar-dasar agama lain, dalam memehami ajaran Islam dan mengembangkan pemahaman yang kuat terhadap aqidah Islam dan lebih inklusif serta toleran terhadap pengikut agama lainnya.
Kata Kunci: Model Pembelajaran PAI (Pendidikan Agama Isla.
Al-Quran.
Toleransi Beragama M.
Rahmat.
Endis Firdaus.
Wildan Yahya
INTRODUCTION
In Indonesia, the society has witnessed the recent event on religious blasphemy.
The protest action for the call to prayer expressed by Meliana in Tanjungbalai.
North Sumatra, has put her to one year and six months sentence in prison.
The judgeAos decision was protested by ulama or social-political activists.
Chairman of the MUI Advisory Council.
Din Syamsudin, considered MeilianaAos actions to protest the call to prayer was not blasphemy.
In his view, her action was conducted to protest the voice from the mosque loudspeakers and nothing to do with blaming the call to prayer as a form of religious ritual.
Responding to the sentence of Meliana, the Chairperson of Setara Institute.
Hendardi, considered that the 1 year 6-month imprisonment to Meiliana was a form of heretical justice.
The court was not working on the mandate of upholding justice in accordance with the spirit of the Pancasila and the 1945 Constitution of the Republic of Indonesia.
It was under pressure from the Mass protest.
The trial of Meiliana is a form of trial by the mob that damages the integrity of the judiciary.
The legal process goes outside the corridor of the rule of law and fair The blasphemy law process from the beginning was triggered by SARA sentiment.
During the judicial process, trials were always coloured by psychological pressure on judges, prosecutors, defendants, and legal advisors in the presence of members of intolerant groups.
The judgeAos verdict to perpetrator of seven Buddhist temples burnt by the masses were only charged with light sentences.
Likewise, the case of blasphemy against former Jakarta governor.
Ahok, enderwent pros and cons.
Again AhokAos trial was always suppressed by a very massive mass movement.
In Indonesian context, the religious radicalism movement recently spread to the people so quickly.
This phenomenon is heavily influenced by right media, which have sprung up in society and blows up cynical news on other religion.
This condition is also worsened Islamic preachers in mosques.
They often preach religion not with a peaceful face, but with curses, misdirection, and contempt for non-mainstream groups.
In the same vein, the tendency of radicalism can be measured by respondentsAo answers to the most common Islamization They support the practice of polygamy, stoning, cutting off the hands, refuting women leader, the prohibition of bank interest, and so on.
The research show that at the end of January 2006 there was an increase in the number of approvals for these Islamist agendas compared to the previous five years.
Even though the respondent agrees to the law of cutting off hands or stoning they may not necessarily agree when the law is applied in reality.
The vast majority of people understand and practice Islam in an ordinary way, in the sense of AutraditionalAy and AuconventionalAy classification.
Some of them donAot even care much about religion.
This is to say that they only practice religious teachings the way they were taught by their parents.
On the other hand, the AusplinterAy group actually wants to practice and preach AuauthenticAy Islam as practiced by the early Muslim community at the time of the Prophet and Khulafaur Rasyidin.
Veils, gamis wear, beards are seen as the appropriate way that Muslim must practice.
Furthermore, the argue that the state, government and law must be based on Islam.
If they are not compatible with Islam, they deny Islam and are considered taghut (Azra, 2.
Studies on Islamic groups AusplinterAy in Indonesia have never been conducted General description on the issue has been delivered by Islamic experts who are concerned with the development of religion.
The more the persons are orthodox, the further they are from the real conditions.
Even though they realize that this day is different from the time of the Prophet but they insist to have the environment similar to the prophet To solve the problem of inter-religious dispute in the community, the meeting of among Islamic leaders in Indonesia in the last decade has become more intense.
At the personal level Vol.
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December 2019 M/1440 H Creating Religious Tolerance A among religious leaders, the relationship seems more intimate and tolerant.
The problem is at the grass root level in terms of their exclusive theological level.
The trigger of exclusiveness is entrenched in various sects and religious schools which are difficult to be brought towards mutual understanding as the capital for tolerance to grow.
Bringing the notion of inclusivism into a sect or school requires extraordinary awareness.
There is no religion that does not teach safety, kindness, and peace.
There is even a common denomination of all religions against acts of crime, injustice, injustice, and disobedience to God.
The basic message of religion is obedience and peace at the level of the common vision (Huston, 2.
The essence of all religions has the same purpose and aim, to save the spiritual life of humans and all religious adherents meet in the same road of life, which is only obtained through unity with The Supreme Spirit (Das, 1.
Intellectuals of world religions in the New Age introduce the notion of breaking religious boundaries (Dunne, 1978.
Knitter, 1.
During this time, before the publication of this theory, the issue was less desirable to be brought closer to the public.
Dunne finds unique terms called passing over or crossing over and coming back.
We Aucome outAy of consciousness .
ot apostas.
from our own religion, then AuenterAy into other religions.
It means to be empathic, it might also behave as if undergoing the religion, and then after we are matured by that religion, we AureturnAy to our own religion, already with new insights .
Studies on religious tolerance and religious thought patterns that are exclusive, inclusive, and liberal have been investigated and reported in various journals.
Religious experts, governments, and politicians often refer to exclusive Islamic groups as the AusplinterAy of Islam.
The study of internal conflicts of religious communities was examined, among others, by (Fanani & Sabardila, 2.
in the NU-Muhammadiyah Conflict Sources.
and deradicalization studies in villages contributing terrorists (Lutfiyah et.
, 2.
In terms of religious education delivery.
The lecture model needs to be innovative.
Rahmat, .
suggested that the implementation of the Aoschool typologyAo lecture model.
while (Firdaus & Rahmat, 2.
suggested the implementation of a Aulearning model of the study of religionsAy, which was then suggested in the FGD to be a Aumodel of learning religious studies based on the QurAoan.
The latest research show that intolerance among children and adolescents are worrying.
SMP/MTs students were reported tolerant and they accounted for 59%, 41% were categorized intolerance with their low level of tolerance (Rizal & Rahmat, 2.
Other study reported that the religious tolerance scores of high school students are at a moderate level and low level (Firdaus & Rahmat, 2.
In an educational context, the study of religions .
has been criticized by some lecturers as being too objective and neutral.
There are concerns from some lecturers about the secularization of religion, even the silting of religion for students who still lack religious In higher education level, many students at UPI who served as respondents mentioned that they label infidels to non-Muslims.
Therefore, they refuse adherents of other religions to occupy strategic positions such as governors in Muslim-majority areas (Rahmat.
Therefore, it is necessary to find the most appropriate lecture method to improve harmony in life and religious pluralism.
This study was aimed at investigating how a draft learning model of the study of religions based on the QurAoan was developed.
It also investigated the effectiveness of learning model in increasing studentAos religious tolerance.
METHOD
This study was aimed at investigating the development of learning model of QurAoanbased religious studies in PAI lectures to increase studentsAo religious tolerance.
In line with this research, the steps to be taken are in the form of developing a learning model as a product.
Vol.
No.
December 2019 M/1440 H M.
Rahmat.
Endis Firdaus.
Wildan Yahya Therefore, the most appropriate research approach was quasi research and development .
uasi R&D).
(Gall et.
, 1.
propose 10 R&D strategic steps.
Those steps can be made simpler into three steps (Sukmadinata, 2.
For the sake of this study, four steps of R&D were adopted namely are summarized into three steps, then changed by into four steps, namely :
introduction, pilot testing, validation model, and model dissemination (Rahmat et.
, 2.
2019, the study was conducted as a preliminary stage and trial of the model.
It employed five operational steps namely: First, describing the meaning of the learning model .
he study of religion which is based on the QurAoa.
Second, planning the learning model Third, preparing a draft of learning model.
Fourth, conducting FGD for learning model.
and fifth, conducting model trials in several classes.
Four Islamic Religious Education classes at the UPI (Bandun.
campus in the 2019-2020 Odd Semester involved in this study.
The impact of the model was assessed qualitatively through classroom observations during the pilot of the model .
een from the studentsAo views at the beginning compared to at the end of the tria.
and interviews with several students in each pilot class.
The result of this learning model should be traced from the indicators of studentsAo view after they received the learning model.
The guiding statements to check studentsAo view are:
What is studentsAo view regarding the faith of adherents of religions outside Islam from the perspective of the QurAoan? For example, does the QurAoan insist that adherents of Islam can be utomatically categorized to someone who believe? are adherents of Jews and Christians automatically categorized disbelieve? What is their view regarding Aumay Muslims accuse followers of other religions of being infidelsAy? What is their view regarding.
Auis there a mistakeof people in assessing other religions? For example, is there a mistake of people in assessing the concept of the Trinity in Christianity?Ay What is their view regarding their knowledge on the main teachings of other religions from the perspective of credible religious leaders? For example, do students know the basic teachings of Christianity based on credible Christian references? What is their view regarding common ground in other religions with the Islamic perspective of the Quran? For example, do students find the intersection of the teachings of the Christian Trinity (God the Father.
God the Son, and God the Holy Spiri.
with Islamic theology? Can God the Child in Christianity be equated with the Word of God and Divine Revelation to the Prophet Muhammad in Islam? What is studentsAo view regarding the learning model of the QurAoan-based religious studies to build studentsAo inclusive attitude and religious tolerance? The impact of the model was assessed qualitively through classroom obeservation during the model trial.
StudentAos perspective at the beginning was compared to theirs at the end after they received learning model.
In addition, interviews were conducted with several students in each pilot class.
RESULTS AND DISCUSSION
Learning Model Description The study of religions is a systematic and methodological study of existing religions as an open and neutral study.
Religious studies examine the origin of its existence as a system of beliefs and beliefs in interfaith relations (Zarkasi, 2.
They include main points of the teachings of religions in an open and neutral way.
They examine two major themes: first, the origin of the existence of a religion.
and second, the main points of religious teachings.
As for the PAI lectures at public universities, the study of religions examines the main points of teachings of other religions that are often interpreted to be mistaken to cause negative attitudes and even radical intolerance.
The subject of the teachings of other religions was first Vol.
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December 2019 M/1440 H Creating Religious Tolerance A described by credible religious leaders, not by those who are anti-religious, and then sought their common ground in Islam by digging out relevant verses of the QurAoan, as far as their interlocutors can be found.
The perspective of other credible religious leaders must define the terms of other religions, not to be interpreted as an Islamic perspective.
For example, the term God Child, does not mean God has children.
Understanding the meaning of the Trinity or the Trinity (God the Father.
God the Son, and the God of the Holy Spiri.
should be delivered by credible Christian religious leaders perspective.
Because the meaning of God in the meaning of the Almighty, the Almighty, the Creator of the universe, the All-Compassionate and Most Merciful, and other sublime attributes of God in Christianity is also the only Father God.
God, the Son and God the Holy Spirit do not have the attributes of God Almighty.
Almighty.
Creator of the universe, and all the perfect attributes of God.
The meaning of God in Christian children may be more accurately interpreted as a spiritual child, a kind of ideological child, not in the sense of a biological child.
The words of Jesus Christ are 100% the Word of God Almighty.
They must define the meaning of the main points of religious teachings in other religions/interpreted as they were meant by the perspective of other credible religious Learning Model Specifications First, describing the view of the QurAoan about the faith of adherents of non-Islamic Does God in the QurAoan assess the adherents of other religions that there are believers, righteous, honest, and other good characters? or are all followers of other religions convicted of infidels? if they are convicted all of infidels, the study of these religions will be of no use.
The QurAoan contains information about religions like: Judaism.
Christianity (Christia.
Magians, and ShabiAoin.
It does not mention the religions in the east part of the earth (Confucianism.
Hinduism, and Buddhis.
allegedly because the Prophet Muhammad did not know these religions.
While Jews.
Christians and Magi were in Medina and its surroundings.
might also be the term Shabi`in and ahlul kitab.
to mention the religions in the east.
Even the mention of the People of the Book can refer to all religions outside of Islam as revealed by Imam Abu Hanifa (Shihab, 1.
Shaykh Muhammad Abduh (Ridha, 1.
, and (Ali, 1.
Other religions-Judaism.
Christianity, and People of the Book - are criticized by Allah in the QurAoan:
The Jews say AuUzair is the son of AllahAy and the Christian people also say AuThe son of Allah is the MessiahAy, even though it is not true (QS.
At-Tawbat .
: .
God sentenced infidels to those who had a theological belief that God was one of the three QS.
An-NisA .
: 171 and QS.
Al-MAAoidah .
: .
Jews and Christians claim that they are children of God and lovers of Allah, even though this is not the case (QS.
Al-MAAoidah .
: .
Therefore, they claim that they are experts in heaven, even though it is only an empty delusion (QS.
Al-Baqarah .
: .
Ahlul kitab have the false belief that they will not be touched by hellfire except for a few days (QS.
Al-Baqarah .
: 80 & QS.
li AoImrAn .
: .
Many Jewish and Christian monks attach importance to wealth and prevent people from the path of Allah (QS.
At-Tawbat .
: .
But God in the Quran also praises adherents of religions outside of Islam, as in the following verses:
Truly believes.
Jews.
Christians and Shabiin, whoever among those who truly believe in Allah, the next day and do good deeds, they will receive merit from their Lord, no worries to them, and they are not sad.
(QS.
Al-Baqarah .
: 62, also in the editors are different in QS.
Al-MAAoidah .
: 9 Vol.
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December 2019 M/1440 H M.
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Endis Firdaus.
Wildan Yahya They are not the same.
among the People of the Book there is a group that applies straight, they read the verses of Allah in the night, while they also prostrate .
They believe in Allah and the end of the day.
they command the forgiveness and prevent the evil and hasten to .
various virtues.
they include godly people.
(QS.
li AoImrAn .
: 113.
Among the People of the Book there are those who, if you entrust him with much wealth, return it to you.
and among them are those who, if you entrust him with a Dinar, will not return it to you unless you always collect it.
That is because they say: AuThere is no sin for us against the umi.
They say lies against Allah, even though they know (QS.
li AoImrAn .
Second, reminding students of the dangers of takfir .
abelling infidel people or other The students stated the verses of the QurAoan, the hadith of the Prophet, and the view of credible Ulama about the dangers of takfir:
Term of infidel in the QurAoan with all its derivatives as many as 439 items .
bout 439 The expression of infidels in the QurAoan are mostly related to threats to unbelievers, prohibitions on behaving and behaving like unbelievers, prohibitions on obeying unbelievers, commands to avoid disbelief, prohibitions on making unbelievers guardians and helpers by leaving believers, and the need to be aware of the deception of Therefore, infidels in the QurAoan are not related to religious identity and the school of thought.
The salient features of unbelievers, as devils, are arrogant, reluctant to bow down .
to the Messenger of Allah (Rahmat & Yahya, 2.
Rasulullah SAW said: AuWhoever said to his brother,Ay O infidels, then this disbelief will return to one of the two.
If he is right in his disbelief .
hen that is all righ.
But if it is not true then the words will return to him Ao.
hat is, then the accuser is the infide.
Ay (BukhAri, 2013.
No.
6104 & Muslim, 2013.
No.
Al-Ghazali said: AuDo not disbelieve a Muslim.
Spilling blood and seizing the wealth of a Muslim is a big mistake.
Mistakes in allowing the lives of 1,000 infidels are lighter than mistakes in shedding the blood of a Muslim.
Mulla Ali al-Qari al-Harawi who belongs to Hanafi school of thought writes: AuSaying our scholars, if there are 99 things that strengthen the disbelief of a Muslim, but there is still one reason that establishes his Islam then Mufti and Judges should do this one reason, and this in accordance with the words of the Prophet Muhammad SAW: AuAvoid criminal penalties from the Muslims as much as you can, if you get a way out for a Muslim, then choose that way.
A leader who is wrong in forgiving is better than a leader who is wrong in punishing.
Auas Imam Turmudzi and others narrated and Imam al-Hakim who validated Ay Qadhi Iyad, who follows a Maliki school of thought, writes: AuIt is imperative to refrain from disbelief in taAowil experts because it truly justifies the blood of those who pray and commit tawhid is a mistake.
The mistake in letting a thousand infidels be lighter than the mistake in killing one MuslimAos life.
Au Saudi ArabiaAos Kibrul Ulama Council: .
AuUnbelief is the shariAoa law which is the prerogative right of Allah and His Messenger alone, as halal and prohibiting, obliges and prohibits, all of which are the rights of Allah and His Messenger.
It is not every act and word that is said to be a pagan culprit must be out of Islam.
Ay.
AuThis heinous thought .
akfr/disbelie.
has many negative impacts, such as.
halal blood, wealth and honor of a Muslim, destruction of public facilities, blasting peopleAos homes and means of This act and, for example, has been forbidden by the shariAoa and ijma Aoof the Muslims, because it tore up the honor of a preserved soul and seized property without Vol.
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December 2019 M/1440 H Creating Religious Tolerance A good reason, shook the stability of security and peace of society in their country and Ay Third, describing the errors of students/society in understanding the teachings of other Many students are influenced by the clerics on YouTube and writings on Islamic blogs that convict religious adherents outside of Islam as infidels.
For example, in Blog alFatihah 6-7 .
there is the title AuKafirkah Kristen? Apa kata Al-Quran?Ay He stated that Christians are infidels because: .
believes in the Trinity, which is clearly condemned by Allah.
QS.
Al-MAAoidah .
: 73 asserts Audisbelievers are those who say that Allah is one of the threeAy, also QS.
Al-IkhlA .
: 1.
AuSay He is the Almighty GodAy.
believes there is a Child God, even though it is clear in QS.
Al-IkhlA .
: 3.
Aulam yalid walam yulad (God is not childless and not begotte.
Ay.
regard Jesus as God, whereas in QS.
Al-Madah .
: 72 it is stressed Audisbelievers are those who say truly Allah is Jesus Christ the son of MaryAy.
Blog Muslim.
wrote a title AuNon-Muslim ya KafirAy (Anshori, 2.
The (Konsultasisyariah, 2.
wrote the title AuKafirkah Orang Yang Tidak Mengenal Islam?Ay Which was immediately answered Auadherents of religions outside of Islam are infidelsAy.
And many other similar blogs.
Fourth, describing the main teachings of other religions regarding other credible religious For example, the concept of the Trinity in Christianity refers to the Tintayesus Blog.
To be fair, not biased in interpretation, all contents are quoted:
AuThis case (Trinit.
is very complex if there is no guidance from the Holy Spirit.
You will never understand if you use your mind.
With the help of the Holy Spirit, you will understand the unity relationship between God the Father.
God the Son, and God the Holy Spirit.
We do not find the word Trinity which is popular among believers in the Bible and is a concept of God that was agreed upon at the Nicea council meeting.
The concept of the Trinity is used to facilitate the understanding of believers in understanding God the Father.
God the Son and God the Holy Spirit which, if I translate it briefly means AoThree But OneAo.
Does that mean there are three gods? In this concept does not say there are three Gods.
The contents of the concept of trinity are that the three are a unity that cannot be A unit that cannot be mutually exclusive, a unit that cannot standalone, a unit that cannot be separated from one another, a unit that cannot work independently, a unit that is complementary.
The Father is the one who plans everything He wants to create.
The son is the one who makes all these plans come true.
Holy spirit inspires/gives rise to that plan.
The three are not something different as in the concept of the strongest Greek gods namely Zeus.
Poseidon and Hades.
All three are a unified unit that cannot be separated.
As Jesus said that He and the Father are ONE (John, 1.
That is why the Son is called the Word (GodAos Word/FatherAos Word/GodAos Wor.
as mentioned in John Chapter 1.
Then the Holy Spirit is also mentioned in the Bible as the Spirit of God (Genesis 1:2.
1 Samuel 11:6.
) or The Spirit of Jesus (Acts 16:7.
Philippians 1:.
They say another horrendous thing through the Book of Isaiah (Isaiah 9:
which says that the Son will also be called the Eternal FATHER.
MIGHTY GOD.
Miraculous Counsellor and Prince of Peace.
If you ask me as part of the Jesus Ink Team, do I follow the concept of the Trinity? My answer: There is no concept of the Trinity in my thinking.
The concept in my mind is ONE God earlier FATHER=SON = HOLY SPIRIT=FATHER because they are ONE and not three as has been debated so far.
If I pray in the name of Jesus Christ (SON) then I am praying to the FATHER=HOLY SPIRIT.
If I say a good FATHER, then I am just saying Jesus=the Holy Spirit is good.
If I Vol.
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Endis Firdaus.
Wildan Yahya say the Holy Spirit is miraculous, then I say the same FATHER=SON (Jesus Chris.
is The Bible also does not state that God the Father.
God the Son and God the Holy Spirit are persons who are different from each other and there is also no word of the Trinity in both the old and new covenants.
Ay (Tintayesus, 2.
Fifth, searching the intersection of the main teachings of other religions with Islam .
ased on the QurAoa.
God in the QurAoan convicts unbelievers to those who have a theological belief that God is one of the three (QS.
An-NisAAo .
:171 and QS.
Al-MAAoidah .
The question is, does the meaning of AuTrinityAy in Christian teaching belong to the verse of the QurAoan? The right view needs to be explored.
When referring to the fourth specification above, the meaning of the Trinity is different from the message of the verse, because the Lord is still one If you use Islamic language.
Jesus and the Holy Spirit are not God but Divine Nur (GodAos Ligh.
, because Jesus is 100% human .
orn, lived in the world, then die.
and 100% God .
is words are the Word of God the Father, in the term Islamic Divine Revelation.
In QS.
A-Kahf .
:110: AuSay, in fact I am only a human like you, revealed to me AoThat truly your God is God the OneAo.
Whoever expects an encounter with his Lord then lets he works good deeds and he should associate no one in worshiping his Lord.
AuBased on this verse the Prophet Muhammad SAW is 100% human.
while oral and actions are 100% Divine Revelation, nothing is moved by his lusts:Ay And nothing he utters.
according to the will of his desires, his remarks were nothing but revelations revealed to himAy (QS.
An-Najm .
: 3-.
Sixth, building an inclusive attitude and religious tolerance.
Emphasis to students, based on the above arguments.
Muslims need to build an inclusive and tolerant attitude towards adherents of different religions.
Avoiding to accuse followers of other religions as infidels.
The word pagan is the expression that most hurts adherents of religions.
In addition.
God himself in the QurAoan insists that there are experts in the Book who believe, in addition there are also infidels.
The same is the case with Muslims.
By referring to the hadith.
AuMy people will be divided into 73 groupsAy, meaning that there are Muslims who believe, in addition there are also those who disbelieve.
But we need not look for someoneAos argument of disbelief because the pagan verdict is only the prerogative of Allah and His Messenger.
Implementation of Learning Models The learning process of the study of religions based on the QurAoan needed to be assisted with a learning Format in the form of a 5-column table: sequence number, components .
ain points of religion studie.
Christianity and Islam .
f Christianity is studie.
, and conclusions (Assessment of Islam based the QurAoa.
, as in the following tabel 1.
Table 1: Study of the QurAoan-based religions - Christianity and Islam No.
Component Christian view Islamic view What concept of God? God is:
C Almighty C Almighty C Creator ruler of the C Most C Having over 99 .
(Isadanislam.
God Almighty (QS.
alIkhlA .
Almighty .
Creator .
Most Gracious and Merciful (QS.
alFAtiuah .
: 2 and the beginning of Sura.
Asmaul Husna .
(Digital Quran, 2.
Islamic Assessment (AlQuran Base.
The concept of God in Christianity is actually the same as Islam, namely:
C Almighty C Almighty C Creator and ruler of the universe C Most loving and most C Having more than 99 names .
Vol.
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December 2019 M/1440 H Creating Religious Tolerance A Is Jesus really the God? What concept of Trinity? AuLord Jesus is 100% God and 100% human, including how He takes the form of a man in Him to work out Here, we do not deny that Jesus is God, so He remains 100% God, even when He was incarnated as a human being, does not mean He lost His deity, but He does not consider equality with God .
he condition and position as Go.
as things and rights defend, so he wants to humble himself and become human.
Thus we are not talking about the wholeness of the divinity of Christ.
Jesus is the Second Personal God of the Triune God who incarnates according to John 1: 1-14.
Au (Buletinpillar, 2.
The Trinity or the Trinity doctrine of the Christian Faith the One God, but is present in the Three Persons: God the Father and the Son and the Holy Spirit, where all three are of the same essence, the same position, the same power, and the same glory.
The term Trinity (English:
Latin:
Persons in one unity of the essence of God.
The term AupersonAy in Greek Vol.
No.
December 2019 M/1440 H AuO People of the Book, do not exceed the limits of your religion, and do not say to Allah except the truth.
Verily, the Messiah.
Jesus the son of Mary, is a messenger of Allah and .
reated wit.
His sentence which He delivered to Mary, and .
ith a blas.
a spirit from Him.
Au(QS.
anNisAAo .
: .
To save humanity, for people who believe in it.
God brought His Messenger, words and deeds are divine revelations (QS.
an-Najm .
: 3-.
God achieved by eyesight (QS.
al-AnAoAm .
: .
(Digital Quran, 2.
Islam does not recognize Jesus as the AuincarnationAy of God.
But in the verbal sense of Jesus as the Word of God.
Islam accepted it because the words of the Prophet Muhammad SAW were Divine Revelations (GodAos Wor.
In QS.
anNajm .
: 3-4 they emphasize it: AuAnd he did not say it .
he QurAoa.
according to the desires of his passions.
Ay Prof.
Dr.
Buya Hamka wrote.
AuIn QS.
Ali ImrAn .
: 45 there is one word.
The meaning of the words is the words of God.
But GodAos words/words meaning to life.
Au(Tafsir AlAzhar.
Juz 4-5-.
This presentation explains that the AusentenceAy in the verse carries a meaning of life which also means a living AuWordAy.
In harmony with the words in the Gospels, the Great Apostle John 1:14 AuThe Word became flesh, and dwelled among us, and we have seen His glory.
Ay (Hamka, 1.
AuSurely those who say:Ay Allah is one of the three.
Auwhen in fact there is no God .
ho is entitled to worshi.
other than the One God.
If they do not stop from what they say, surely those who disbelieve among them will be subjected to a painful torture.
Au(QS.
Al-MAAoidah .
: .
AuAnd we do not send rather to be obeyed with the permission of Allah.
Verily, if they persecute themselves when they come to you, then ask for forgiveness from Allah, and the Apostles also ask forgiveness for Islam does not recognize the concept of the Trinity.
The concept of the Almighty in Islam cannot be sorted out.
God is God.
Prophet Jesus is the Messenger of God .
ot Go.
, and the Holy Spirit is the Holy Spirit .
ot Go.
In Islam AuGod is childless and not begottenAy (QS.
alIkhlA .
: .
AuThe Messiah.
Jesus the son of Mary, is a messenger of Allah and .
reated wit.
His delivered to Mary, and .
ith a blas.
a spirit from Him.
Ay (QS.
an-NisAAo .
: .
( Digital Quran, 2.
Rahmat.
Endis Firdaus.
Wildan Yahya translated to Latin as persona (English:
Perso.
Since the beginning of the third century the doctrine of the Trinity has been stated as AuOne being (Greek: ousia.
English: bein.
of God Persons and one substance .
Father.
Son and Holy Spirit.
Ay This formalized through negotiations in the Roman Empire which resulted in the Nicene Creed Prayer (Wikipedia, them, surely they will Allah.
Recipient, the Most Merciful.
Au(QS.
anNisAAo .
: .
(Digital Quran, 2.
After describing the religious components of the Christian and Islamic perspectives and providing an assessment of Christian religious beliefs based on the QurAoan, this study assessed students in the class, by sampling, to point out the following aspects:
Understanding the main points of the teachings of Christianity from Christian sources.
Understanding the main points of Islamic teachings more deeply and broadly.
Possessing stronger Islamic religious beliefs.
Respecting the beliefs of Christians who have different beliefs.
Why is the learning model of the study of religions based on the QurAoan? The original name was a model of the study of religions.
According to the name of the field of religious studies, there is a comparison of religions and there is a study of religions.
The PAI lecturers worried that students who had poor Islamic aqidah and were innocent would be interested in other religions.
They suggested, first, that students had a firm belief in the truth of the Islamic second, they had a correct understanding of other religious beliefs.
and third, that they should be tolerant of religions and adherents of other religions.
Religious tolerance was defined here within the boundaries of social interaction and not in the fields of aqidah and With these three limitations, a learning model of Aureligious studiesAy was developed by adding an assessment column.
This column contains the assessment of Islam of the teachings of other religions.
The contents of the assessment must contain two elements: first, are the aspects of the teachings of other religions the same or different from Islam? If it is the same, explain what the difference is, and if it is different, explain what the differences are and what is the attitude of Islam towards the teachings of other religions? and, the assessment column must emphasize the need for us as adherents of Islam to respect the beliefs of other religions different from our beliefs.
With the assessment column.
PAI lecturers feel comfortable because they judge students not to be influenced by the faith of other religions.
In summary, the learning model of Authe study of religionsAy that had been implemented in the PAI/SPAI lecture was 3 .
aspects of teaching between Christianity and Islam.
The three aspects of the teaching are:
What is the concept of God according to Christianity and Islam? Can God incarnate? What is the concept of trinity in Christianity? Vol.
No 2.
December 2019 M/1440 H Creating Religious Tolerance A PAI lecturers follow the understanding of Christianity and Islam about the three aspects of the teaching as compiled by the research team.
The concept of God according to Christianity is Almighty and Almighty, has over 99 Names (Attribute.
Creator and ruler of the universe.
Most Loving and Most Merciful.
As for the Islamic religion, the concept of God is Almighty and Almighty, has 99 Names (Attribute.
Creator and ruler of the universe.
Most Loving and Most Merciful.
IslamAos assessment of the concept of God in Christianity is: The attributes of God in a Christian perspective are the same as the Islamic perspective.
The second aspect of teaching, can God incarnate? According to Christianity, yes, whereas according to Islam, no.
According to Christianity.
God sees mankind bound by sin and reveals His generosity in providing a way of salvation from the bondage of sin.
With the incarnation of His Word.
Jesus, to be the Saviour of anyone who believes in Him, can be released from the bondage of sin.
whereas according to Islam.
God appears everywhere but he cannot be incarnated in any form, because eyesight cannot reach him (QS.
Al-AnAoAm .
: .
To save humanity, for people who believe in it.
God brought His Messenger, whose words and deeds are Divine revelations (QS.
an-Najm .
: 3-.
The assessment of Islam against Christianity.
God is not possible to manifest.
The Prophet Jesus, like other Prophets, including the Prophet Muhammad, was not GodAos incarnation but GodAos Messenger.
But Muslims need to respect Christians who believe in the Prophet Jesus as the incarnation of God.
The third aspect of teaching, what is the concept of the trinity in Christianity? The Trinity is the doctrine of the Christian Faith which recognizes One God, but is present in the Three Persons: God the Father and the Son and the Holy Spirit, where all three are of the same essence, the same position, the same power, and the same glory.
The term Trinity (English: trinity.
Latin: trinit.
implies three persons in one unity of the essence of God.
The term AupersonAy in Greek is a hypostasis, translated to Latin as persona (English: Perso.
Since the beginning of the third century we have stated the doctrine of the Trinity as AuOne being (Greek: ousia.
English: bein.
of God in three Persons and one substance .
Father.
Son and Holy Spirit.
Ay It formalized this doctrine through negotiations in the Roman Empire, which resulted in the Nicene Creed Prayer (Wikipedia, 2.
As according to Islam, in QS 4/An-Nisa verse 171 parked about the following trinity:
AuO People of the Book, do not exceed the limits of your religion, and do not say to Allah except the truth.
Indeed, the Messiah.
Jesus the son of Mary, is a messenger of Allah and .
reated wit.
His sentences which He delivered to Mary, and .
ith a blas.
spirit from Him.
Then you believe in Allah and His apostles and do not say: Au(God i.
threeAy, stop .
rom the Wor.
(Tha.
is better for you.
Verily.
Allah is One, the Most Holy of God from having children, everything in the heavens and the earth belongs to Him.
it is enough for God to be the Preserver.
Ay (Digital QurAoan, 2.
The assessment of Islam against the trinity teachings in Christianity.
Islam does not recognize the concept of the Trinity.
We cannot sort the concept of the Almighty in Islam God is God.
Prophet Jesus is the Messenger of God .
ot Go.
, and the Holy Spirit is the Holy Spirit .
ot Go.
We also find the meeting point between the basic teachings of Christianity with Islam.
Muslims need to respect Christians who have a belief in the Trinity.
This study found that the learning model of Authe study of religions based on the QurAoanAy easy to implement by the PAI lectures or PAI Seminars.
After implementing this learning model, the students showed their understanding toward religious tolerance as follows:
Students understood the main points of the teachings of Christianity from credible Christian sources.
They for example understood the meaning of the Trinity not as the Three Gods as they understood from Christian religious leaders, that God is Almighty, in Vol.
No.
December 2019 M/1440 H M.
Rahmat.
Endis Firdaus.
Wildan Yahya this case God the Father.
While Jesus Christ is called God not in the sense of the Creator of the universe but the Word of God.
That what Jesus said was Kalam Divine.
They understood the main points of Islamic teachings in greater depth and breadth.
They understood about the concept of God, what is ruled/forbidden by the Messenger of Allah is actually a command/prohibition of God because it is a Divine Revelation.
They respected the beliefs of Christians who have different beliefs from Islam, and they find their common ground.
For example, in the concept of the Trinity, they considered God the Father in Christianity is actually God Almighty and Creator of the universe in Islam.
They understood the Lord Jesus that JesusAo words were Divine Revelation .
ccording to the Christian terms of the Word of Go.
The Lord of the Holy Spirit was the Divine Spirit who supports Jesus, including the living of the Prophets.
They understood why Allah explains in the QurAoan that among the People of the Book there is a believer.
They interpreted it as the People of the Book who have true faith, prostrate themselves humbly, and do good deeds.
They no longer had the claim that only Muslims believe, while adherents of other religions are infidels.
people can find faith and unbelievers in followers of any religion.
They also have a basic belief, that the religion of Islam has more potential to bring its adherents to the true faith and more potential to go to heaven because the authentic teaching source.
CONCLUSION
This study can be used as a learning model with the aim of increasing studentsAo religious For the PAI lecture, this learning model was intended to increase understanding of the main teachings of other religions while at the same time increasing studentsAo understanding of the main points of the teachings of Islam and ultimately building true religious tolerance .
ot pseudo-religious toleranc.
There are six specifications of the learning model for the study of religions based on the QurAoan: first, describing the view of the QurAoan about the faith of adherents of religions outside of Islam.
second, reminding students of the dangers of takfir .
abelling infidel people or other group.
third, describing the general mistakes of students in assessing the teachings of other religions.
fourth, describing the main teachings of other religions by referring to other credible religious references.
fifth, searching a meeting point of the teachings of other religions with Islam .
ased on the QurAoa.
and sixth, developing inclusive attitudes and religious This study found that the learning model proved to be effective in developing studentsAo understanding of the teachings of other religions, the basic teachings of Islam, and their Islamic aqidah.
In addition, it also nurtured their inclusive and tolerant attitude toward other adherentsAo other different religions.
ACKNOWLEDGMENT
We would like to thank Universitas Pendidikan Indonesia and the Ministry of Research.
Technology, and Higher Education of Indonesia for supporting this research in 2019-2020 (Financed by: Directorate of Research and Community Service Directorate General of Research and Development Reinforcement Ministry of Research.
Technology and HigherEducation.
Now Ministry of Education and Cultur.
BIBLIOGRAPHY