ETHICAL APPROACHES TO TOLERANCE IN THE GULENINSPIRED SCHOOLS IN INDONESIA: A CASE STUDY OF SEMESTA BILINGUAL BOARDING SCHOOL SEMARANG, CENTRAL JAVA, INDONESIA

H. HERI SETYAWAN, Suhadi,P.hD.

2016 | Tesis | S2 Agama dan Lintas Budaya

Meningkatnya konflik dan kekerasan agama yang terjadi di Indonesia, maupun di dunia beriringan dengan meningkatnya kesadaran identitas keagamaan dalam ruang publik. Pada saat yang sama gerakan berbasis keagamaan juga semakin meningkat. Hal-hal tersebut menantang penelitian untuk melihat relasi antara gerakan keagamaan, kesadaran identitas keagamaan, dan toleransi keagamaan. Penelitian ini secara khusus menganalisis salah satu gerakan keagamaan Hizmet Movement dari Turkey yang berkembang di Indonesia. Penelitian dilakukan di salah satu sekolah yang dikelola dalam kerjasama antara yayasan lokal dan Hizmet Movement, yakni di SMP dan SMA Semesta Bilingual Boarding School (BBS) di Semarang, Jawa Tengah. Penelitian berfokus pada dua pertanyaan. Pertama, bagaimana sekolah Semesta BBS membentuk identitasnya dalam kaitan antara identitasnya sebagai Hizmet Movement dan usahanya untuk masuk dalam konteks Indonesia. Kedua, bagaimana Semesta BBS mengajarkan toleransi kepada murid-muridnya. Penelitian secara khusus menganalisis kegiatankegiatan sekolah, yakni aktivitas belajar di luar kegiatan pengajaran formal di kelas. Digunakan teori arena sosial (social field) dari Pierre Bourdieu serta teori hibriditas dari poskolonial untuk membantu menganalisis identitas Semesta BBS. Sementara itu untuk menganalisis pendidikan toleransi digunakan teori etika keutamaan dari Alasdair MacIntyre yang berusaha menjembatani konsep tradisi dan kesadaran akal budi. Penelitian di Semesta BBS menunjukkan bahwa Semesta BBS membentuk identitas dirinya berdasar semangat keagamaan dari Hizmet Movement dan tuntutan modernitas. Wacana antara ciri Islami dan sekular, serta ciri mengglobal dan lokal begitu kentara di Semesta BBS. Semesta BBS menyatakan diri sebagai sekolah yang tidak menampakkan ciri agama kepada publik, namun dalam proses pendidikannya, ciri keagamaan begitu kentara. Ciri Islam masuk dalam wilayah pendidikan pribadi kepada muridnya. Sementara itu, Semesta BBS juga membentuk dirinya sebagai sekolah yang modern dan berciri mengglobal serta internasional. Diharapkan para murid terlibat dalam ajang internasional dan mampu bersaing secara global. Namun Semesta BBS juga membentuk ciri kedaerahan Indonesia. Dalam kaitan dengan pendidikan toleransi, Semesta BBS memahami toleransi sebagai keutamaan moral dan sosial. Semesta BBS menggali landasan etis toleransi dari karakter Hizmet Movement sebagai gerakan agama Islam berlandaskan ajaran Sufisme dan ciri modern dengan menggali nilai tradisi dan humanisme universal. Setelah melakukan penelitian dengan teori etika keutamaan, saya menyimpulkan bahwa Gulen-Inspired Schools menggali toleransi dengan melakukan aktivitas sekolah yang mengajarkan kedisipinan sebagai jalan: memberi makna aktivitas-aktivitas, menggali kesadaran setiap individu, dan menggali tradisi.

The rise of religious conflict and violence in Indonesia and worldwide coincide with the rise of religious identity in public space. At the same time the number of religious movements is also arising. Those phenomena challenge deep research to understand the correlation between the rise of religious movement, religious identity, and religious tolerance. This research particularly analyzes one of those religious movements, the Hizmet Movement from Turkey that has developed in Indonesia. This research was conducted in SMP and SMA Semesta Bilingual Boarding School (BBS), one of the schools managed by a local foundation and the Hizmet Movement. The research focuses on two questions. First, how Semesta BBS forms its identity based on the Hizmet Movement’s identity and its embodiment in Indonesia. Second, how Semesta BBS nurtures tolerance to the students. This research analyzes school activities particularly educational processes outside the formal curriculum in class hours. To understand the identity of Semesta BBS, I adopt Pierre Bourdieu's theory on social field and postcolonial's hybridity theory. Moreover, to analyze how the educational programs nurture tolerance to the students, I borrow Alasdair MacIntyre's virtue ethic that bridges the gap between tradition and reason. The research in Semesta BBS concludes that Semesta BBS forms its identity based on the Hizmet Movement’s religious motives and awareness of modernity. Discourse between Islamic and secular identity; being global and local obviously occurr in Semesta BBS. Semesta BBS does not show its religious identity in public but in the educational processes religious characters are dominant. Islamic characters become important in individual practices. Meanwhile, Semesta BBS also forms its identity as modern school that has been globally involved in international events. Students are encouraged to involve in international events and be able to compete globally. However, Semesta BBS also shapes its identity to be locally embodied by the local culture in Indonesia. In regard nurturing the students' tolerance, I conclude that Gulen-Inspired Schools understand tolerance as moral virtue. The Gulen-Inspired Schools cultivate the foundation of tolerance from the characters of the Hizmet Movement as Sufi based-religious movement and modern characters based on traditions and universal humanism. Understanding the process of education in Gulen-Inspired Schools through the perspective of virtue ethics, I conclude that Gulen-Inspired Schools cultivate tolerance through school activities that teach discipline as a way to give the meaning of activity, personal awareness, and traditions.

Kata Kunci : Hizmet, Hizmet Movement, Gulen-Inspired Schools, Virtue, Tolerance