Importance of Application of Dialogical Learning Approach

DOI

10.2991/ice-17.2018.82How to use a DOI?

Keywords

Dialogue, Radicalism

Abstract

The research is a qualitative research, which aims to describe the application of the approach of dialogical learning, to change the religious paradigm so as to prevent radicalism, in the second-semester students of FKIP of Tadulako University. Because based on data on the special anti-terror detachment, Detachment 88, at least 254 young Indonesian citizens have joined the ISIS membership. From 1999 to 2015, Indonesia's anti-terror special team faced 786 cases, a total of 1,062 people arrested in connection with the radicalism movement. Thus, the approach of dialogical learning is considered important in Islamic college education because it will present a different new perspective in understanding and study Islam. Based on the holy nash of the Qur'an, every Muslim person is required to critically accept messages of Islamic teachings. Every Muslim person is also required to perform rational proof in accepting various Islamic teachings. So in accepting Islam's sacred messages is not based on unfounded followers. This study shows that students have a high tolerance, but in some aspects are in an alarming situation because it can interfere with the creation of egalitarian societies. This radical view is also discussed through a dialogical approach, the Dialogue approach leads the student to the substance of the real issue of the choice base. So that makes students understand, that there is a different interpretation of a problem.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Rizal
PY  - 2018/02
DA  - 2018/02
TI  - Importance of Application of Dialogical Learning Approach
BT  - Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017)
PB  - Atlantis Press
SP  - 383
EP  - 387
SN  - 2352-5398
UR  - https://doi.org/10.2991/ice-17.2018.82
DO  - 10.2991/ice-17.2018.82
ID  - 2018/02
ER  -