Akbar Nur Aziz, Mahli Zainuddin Tago

The Efforts to Strengthen the Understanding of Religious Anti-Radicalism Among Students in College

Introduction

The efforts to strengthen the understanding of religious anti-radicalism among students in college. Learn about efforts to strengthen religious anti-radicalism among college students. Discover the dangers of radicalism in higher education, religious moderation, and effective prevention strategies.

Abstract

This paper aims to provide an explanation regarding the interpretation of religious radicalism, the dangers of religious radicalism in higher education, as well as the views of Muhammadiyah and Nahdlatul Ulama on religious radicalism. This research uses a literature review method with a descriptive qualitative approach. This paper shows the results that in the results of the pretest understanding of religious radicalism in undergraduate students of Agribusiness, Faculty of Agriculture, UMY still have an insufficient understanding or around 66.3%. After being given an explanation regarding the material for understanding radicalism, the posttest showed different results, namely rising to 94% of students understanding the meaning and dangers of radicalism in the higher education environment. This shows that undergraduate students of Agribusiness, Faculty of Agriculture, UMY have a complete understanding of religious radicalism. It is hoped that students will have shields so that they are not exposed to the virus of religious radicalism that attacks the university environment. Several steps in efforts to prevent radicalism in the tertiary environment include understanding religious moderation in lectures, holding religious discussions, and preventive and rehabilitative measures.

Review

The paper, "The Efforts to Strengthen the Understanding of Religious Anti-Radicalism Among Students in College," tackles a critically important and timely subject: fostering resilience against religious radicalism among university students. The abstract clearly articulates the paper's aim to interpret religious radicalism, highlight its dangers in higher education, and integrate the perspectives of prominent Indonesian Islamic organizations, Muhammadiyah and Nahdlatul Ulama. While primarily described as a literature review with a descriptive qualitative approach, the abstract intriguingly includes empirical pre-test and post-test data from students at UMY, demonstrating a significant improvement in understanding after an educational intervention. This practical application suggests a valuable contribution to the ongoing discourse on counter-radicalization strategies. A significant strength of this work lies in its demonstrated effectiveness in enhancing student understanding. The reported increase from 66.3% insufficient understanding to 94% comprehension after an explanation of radicalism is a powerful indicator of the potential impact of targeted educational initiatives. This finding provides tangible evidence that structured interventions can significantly improve students' awareness and equip them with a "shield" against radical ideologies. Furthermore, the inclusion of Muhammadiyah and Nahdlatul Ulama's views adds a culturally and religiously relevant dimension, grounding the discussion within a specific socio-religious context and offering practical, locally informed strategies for prevention within the tertiary environment. Despite its valuable insights, the abstract presents some methodological inconsistencies that could benefit from clarification. Describing the research exclusively as a "literature review method with a descriptive qualitative approach" while simultaneously detailing quantitative pre-test and post-test results is somewhat contradictory. A more precise methodological classification, perhaps acknowledging an intervention study component or a mixed-methods design, would enhance the paper's methodological transparency and rigor. Additionally, while the empirical data from one specific faculty (Agribusiness) at UMY provides compelling evidence, future discussions could explore the generalizability of these findings to a broader student population across diverse disciplines and institutions, and how the "literature review" truly integrates with or informs the intervention described.

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