Social Pedagogy Muslim Etnis Minoritas (Counter Radikalisme Muslim Tionghoa melalui Pendidikan Islam)

Winarto Eka Wahyudi


This paper aims to discuss the efforts of Chinese Muslims in practicing Islamic education in their minority communities. By using a social pedagogical approach model in Islamic education, Chinese Muslims make social and cultural issues a starting point for religious understanding. As a minority social entity, Chinese Muslims who are members of PITI (Indonesian Chinese Muslim Association), also try to transmit their Islamic knowledge not co-opted by radical Islamic religious doctrines. By using qualitative-phenomenological research methods, this study has succeeded in finding that this minority Muslim community's social pedagogy realizes by involving three elements simultaneously: teaching, acculturation, and social action in Islamic education. Through this strategy, Chinese Muslims try to become devout Muslims without reducing their cultural reality as a Chinese. In another position, the Chinese Muslim social pedagogy approach seeks to carry out the de-radicalization movement using socio-cultural instruments through academic activities in Islamic education.


social pedagogy; Chinese Muslims; radicalism


Al-Qurtuby, Sumanto. 2017. Arus Cina-Islam-Jawa. Semarang: Elsa Press.

Bank, James A. 1993. “Multicultural Education: Historical Development, Dimmension and Practice.” American Educational Research Assosiation 19.

Bourdieu, Pierre. 1977. Outline of a Theory of Practice. London: Cambridge University Press.

Choirul Mahfud. 2013. Manifesto Politik Tionghoa Di Indonesia. Yogjakarta: Pustaka Pelajar.

Creswell, John W. 2016. Research Design: Pendekatan Metode Kualitatif, Kuantitatif Dan Campuran. Yogjakarta: Pustaka Pelajar.

Eichsteller, Gabriel, and Sylvia Holthoff. 2012. “The Art of Being a Social Pedagogue: Developing Cultural Change in Children’s Homes in Essex.” International Journal of Social Pedagogy 30–45.

Kitlinska, Jana. 2015. “Students of Social Pedagogy and Intergenerational Solidarity.” Procedia - Social and Behavioral Sciences 174:1443–49.

Kyriacou, Chris. 2009. “The Five Dimensions of Social Pedagogy within Schools.” Pastoral Care in Education 27(2):101–8.

Lukešová, Michaela, and Jana Martincová. 2015. “The Definition of Social Pedagogy in the Context of Socio-Cultural Diversity.” Procedia - Social and Behavioral Sciences 171:1265–72.

Perkasa, Adrian. 2012. Orang-Orang Tionghoa Dan Islam Di Majapahit. Yogjakarta: Pustaka Ombak.

Procházka, M. 2012. Sociální Pedagogika. Praha: Grada.

Ramayulius. 2014. Metodologi Pendidikan Agama Islam. Jakarta: Kalam Mulia.

Smith, M. K. 2009. “Social Pedagogy Briefing Paper.” Scottish Journal of Residential Child Care 13.

Spradley, James P. 1997. Metode Etnografi. Yogjakarta: Tiara Wacana.

ThemPra Social Pedagogy. 2014. “Social Pedagogy – Discovering Young People ’ s Potential.”

Tilaar, H. A. R. 2012. Kaleidoskop Pendidikan Nasional. Jakarta: Kompas.

Weng, Hew Wai. 2019. Berislam Ala Tionghoa. Bandung: Mizan.

Yuanzhi, Kong. 2015. Cheng Hoo: Muslim Tionghoa. Jakarta: Yayasan Pustaka Obor.


Choirul Mahfud, Khotib Masjid Cheng Hoo

Hariyono Ong, Takmir Masjid Cheng Hoo

Sie Kim San, Ketua PITI Surabaya



  • There are currently no refbacks.

Indexed By:



Edukasia : Jurnal Penelitian Pendidikan Islam by Prodi Pendidikan Agama Islam Jurusan Tarbiyah STAIN Kudus is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.