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Pr ince of Songkhla Univer sity
1MUTSALEM KHARENG & JAFFARY AWANG
ABSTRACT
Inter action and communication betw een r eligions often develop a har mony cultur e. Wi thout a good interaction and communication, it can emerge pr ejudice. It means that inter action in the context of a different cul tur e and r eligion plays an important r ole in shaping the integration value. In the context of student s at Prince of Songkhla Universi ty consisting of Musl ims and Buddhists w ho often inter act among each other. The question i s how far the conflict in Southern Thai has influenced the communication patterns? Hence, this ar ticle discusses the patter ns of inter action and communication betw een Muslims and Buddhists at universi ties. In addi tion, how far the interact ion and communication among both side have cr eated a religious tolerance. The methodology used in the study is qualitative and quantitative appr oach using questionnair es and interview s. This study show s that most students have a good inter action and communication. In addition, this study also show s that ther e ar e a r elationship betw een interaction and communication w ith the attitude of r el igious tolerance at a str ong level.
Keywords: Buddhist, cultural socialization, Muslim, religious toler ance.
Religion guides human towar ds peace, tr anquillity and happiness. However , ther e ar e people w ho ar e not tied to any r eligion, belief, faith and belief, know n as the ‘atheism’ (the belief that denies the existence of Allah) (Anuar 2003: 109). Ther e is no doubt that people often hear the wor d r eligion in daily life. The w or d ‘r eligion’ has been incr easingly difficult to be defined accur ately. Muk ti Ali, an exper t in compar ative r eligion consider s the difficulty in defining the meaning of r eligion is that r eligious pr actice is a subjective matter , discussions about r eligion should be composed of spir it or str ong emotions and conceptions of r eligion w ill be influenced by the pur pose of the per son who gives the meaning of r eligion itself (Diaz 2006). This statement is consistent w ith expr ession of W.C. Smith as quoted by Ramli Awang (2008: 17) wher e, "It 's not excessive if w e say that so far, there is no true defini tion of religion and be accepted".
Ther efor e, none of the definition of r eligion can be gener ally accepted. However , people could not be separ ated by r eligion, because r eligion is an impor tant contr ibution to mankind and r eligion also ser ves to uphold human civilization, in w hich histor y has shown that none of the gr eat people and have a gr eat empir e w ithout being accompanied by r eligion (Sulaiman Ibr ahim 2003: 150). This means that ever y human being must have r eligion in their lives. Gener ally, ever y r eligion and faith play an impor tant r ole towar ds devotees, among other s, as a function of social contr ol, r eligion gives value to a gr oup of
1 Mutsalem Khar eng, Ph.D. candidate and Jaffary Aw ang, Ph.D. Assoc. Prof. at the
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human together ness, r eligion gives a w or ldview to ever y human cultur e and r eligion is able to answer all questions that ar e able to be answer ed by human beings (Ramli 2008: 33-34).
Accor ding to Ramli (2008: 33-34) r eligion and belief ar e two things that ar e ver y r elevant. However , r eligion has a w ider meaning which r efer s to a compr ehensive system of belief while faith r efer s to the divine aspect. Hence, the belief that only involves one individual is usually not consider ed as a r eligion. On the other hand, r eligion should involve a human community. Thus, r eligion is a phenomenon of society which can be tr aced thr ough the action (pr ayer and r itual customs), attitude (r espect and affection), statement (spells) and tangible things (building mosques, temples, etc.). This shows that r eligion has dir ect r elevance to the ethics of society and not just a matter of the r elationship between human and God, but also about the human r elationship w ith humans.
In this r egar d, Islam accepts the fact of the existence of non-Muslims and is also par t of the community. The existence of non-Muslims in Muslim societies is a stipulation of Allah. This is because Allah s.w .t gives fr eedom to human to choose their ow n beliefs (Ainon 2003: 25). Allah s.w .t says in Sur ah al-Kahf, which means: “And Say (O Muhammad): The tr uth is from your Lor d, so anyone w ho wants to believe let him believe and whosoever w ill disbelieve, let him deny it". The meaning of the ver se above emphasizes that Islam gives fr eedom to ever y human to believe or disbelieve. Sayyid Qutb inter pr eted this ver se “Those who ar e not bound by the tr uth that comes fr om Allah, it is fr ee for them and those w ho do not w ant to make themselves as follower s of what come fr om Allah, ther e is no compulsion for them (Jaw iah 2008: 182). Based on the above ver se as a w hole, r eflecting that people ar e given the oppor tunity to think and choose between r ight and that is not tr ue. Ther efor e, this r esult appear ed in var ious r eligions, beliefs and teachings based on the think ing in this w or ld.
Thus, social conflict or misunder standing in r eligion r esulting fr om the differ ence w as consider ed nor mal in any society that is multi-r eligious or ethnic gr oups. This is because ever y r eligion has its pr inciples and differ ent teaching of r eligion such as, differ ent per ception of God, differ ent life after death, differ ent method of r itual wor ship and so for th (Ghazali 2009: 14. In the context of the conflict in souther n Thailand, the author would like to deter mine on how they affect the patter n of r elations between Islam and under gr aduates Buddha Pr ince of Songkhla Univer sity (PSU). At the same time, how far the inter action and communication between adher ents of differ ent r eligions can establish the r eligious toler ance. Accor ding Rattaya (2001), the conflict in Souther n Thailand is becoming mor e and mor e incr easing concer n, par ticular ly among Muslims in defense of cultur al identity as a dir ect integr ation pr ocess has a commitment to the r ules of society that is dr iven by the Siamese gover nment. How ever , the attempts to identify or under stand in depth about the events that occur r ed in souther n Thailand ar e ver y difficult.
Methods
The appr oach used in this study is qualitative and quantitative appr oaches. Qualitative appr oach; the r esear cher conducts the libr ar y r esear ch to obtain pr imar y and accur ate data w hile the quantitative appr oach, the r esear cher expects sever al methods which include r esear ch design, selection of study ar eas, sample selection, data collection and data analysis.
Resear ch Design
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among the students. Thus, the r esear cher used the sur vey method as a fir st step because it is the method for analyzing the data collected, compar e and explain the know ledge, attitudes, pr actices and behaviour . Nor asmah’s quotation based on Oppenheim, Fink and Kasecoff’s study explained that the sur vey method is a for m that can be used to collect data or infor mation for futur e planning or as a guide to analyze the r elationship betw een the var iables. In addition, it is the best method used in studies aimed at finding and gather ing infor mation about feelings, motivations, plans, beliefs, per sonal, educational or in r espect of a pr ogr am dir ectly fr om the r espondent (Nor asmah 2002: 156-157). This method has been implemented by r esear cher since ear ly in ensur ing that r esear cher r eally know s and under stands the gr oup and pr oblems to be studied. To obtain accur ate infor mation, the r esear cher has done sur veys and par ticipant obser vations either in ter ms of students' daily lives. Since r esear cher is people living in the study ar ea, this condition can help r esear cher to obtain mor e accur ate and pr ofound infor mation. Although, the focus of community r espondents in this study is students of differ ent r eligions, but this is not an obstacle for the r esear cher because one of the advantages the r esear cher is, able to master the local language (Siamese language).
In this study, the r esear cher conducts qualitative r esear ch method that tends to the method of data collection thr ough analysis of documents (Ahmad 2011: 26). This method is designed to obtain infor mation and under stand the concepts r elated to the scope or field of study. Besides, the r esear cher has gone over in detail at the r esults of pr evious studies of the scholar s to ensur e the tr uth that is going to be done by the r esear cher in or der to pr event the misunder standing of the pr oblem studied. However , ther e is a var iety of mater ials collected by the r esear cher whether in academic books, scholar ly jour nals, documents, disser tations, theses and other r esour ces r elevant to the topic or pr oblem being studied.
Research Instr uments
This study used questionnair es and inter views, as tw o of these methods ar e appr opr iate to the context of Nor asmah’s quotation that in a book wr itten by Oppenheim (1966) and Tuckman (1978) states that questionnair es and inter views ar e tw o for ms of effective instr uments for obtaining infor mation fr om other r espondents besides obser vations. Both for ms of the instr ument ar e detailed below :
Questionnair e & Interview
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faiths. The second par t is the par t B, containing 12 items about students' per ceptions of inter action and communication patter ns that ar e based on r eligious or mor al or ientation that lead to r eligious toler ance. Next, the thir d par t of the C, containing 10 items r egar ding the per ception of r eligious toler ance. This section r efer s to the four aspects of social behaviour among students with differ ent r eligion, respectful attitude tow ar ds the teachings of other r eligions, the attitude of r espect for the view s or thoughts of other r eligions and attitudes of r espect for cultur e and the pr actice of other r eligions. Based on that, this study is to measur e the attitudes and per ception r egar ding r eligious toler ance among students. Thus, r esear cher builds the questionnair e by pr oviding the selection answer s in the for m of Liker t scale. It is because this scale is suitable for assessing the level of acceptance or r ejection of the r espondents to one question r aised (Jaffar y 2007: 106).
Dir ect inter view method obtains infor mation in the for m of views fr om r espondents. In this context, ther e is a bilater al r elationship between r esear cher and r espondent. Fur ther , the infor mation thr ough inter view s is pr oduced when ther e is infor mation sought, a clear under standing of the r espondents and the existence of the spir it to answ er . Ther e ar e sever al advantages of this inter view method, such as r esear cher is able to find infor mation quickly and dir ectly, mor e convincing answ er s because it can be seen on the attitude or behaviour of the r espondents. Inter view method also pr ovides a flexible envir onment for r esear cher s to ask questions and give mor e space to the r espondent to answ er questions (Ahmad 2011: 65). Nor asmah’s quotation based on the study of Rae (1999) states that the advantages of using the inter view method is the ability to ask questions, getting a clear explanation of the things better and deeper , a mor e flexible appr oach depending on the cir cumstances, obtaining better number of r espondents and par ticipants ar e able to get the benefit of the assessment (Nor asmah 2002: 159-160). This inter view technique is also an effective method to lear n individuals, especially r egar ding their thoughts and views on matter s that occur in their daily lives as well as to lear n about how the situation may affect their lives. Ther efor e, it is an impor tant r esponsibility for the r esear cher to study and under stand fir st the thing r equir ed in the inter view . In this study, r esear cher used two for ms of inter view which is unstr uctur ed inter view dur ing the distr ibution of questionnair es wher eby r esear cher began an inter view w ith a descr iption and a br ief intr oduction about the r esear ch and r espondents ar e asked to pr ovide a r esponse. It is know n as unstr uctur ed because no allocation time is gr anted for the inter view pr ocess and questions ar e given fr eely, w ithout or der . Ther e ar e sever al advantages of this unstr uctur ed inter view . Among them ar e, r esear cher can tr ain r esear ch assistants to inter view on his behalf as specific eligibility is not r equir ed to do an inter view , the inter view er and the r espondent ar e natur al condition and comfor table, and able to explor e a lot of infor mation because the conver sation is not focused to complete the questionnair es alone (Ahmad 2011: 66 ).
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among the student leader s in univer sities, four per sons among the lectur er s, student affair s staff and student r epr esentatives in univer sity.
Pilot Study to Evaluate Instrument Reliability
The value of the r eliability instr ument must be deter mined to identify the level of inter nal accur acy of the items used in the instr ument of a study. For this pur pose, the r eliability of the instr ument was tested using Cr onbach Alpha, because the value of a r eliability coefficient indicates the suitability of the items as a set of questions. The closer the alpha value to one (1) means that the higher the r eliability. While the alpha value of less than 0.6 is consider ed weak and acceptable alpha value 0.7 (Dear ana 2010: 76).
Table 1: Value of Cronbach alpha reliability coefficient for each construct.
Constr uct Number
of Items
Cr onbach Alpha Value
Patterns of interaction and communication based on religious pr actice and or ientation behaviour that can lead to religious tolerance.
12 0.7971
Attitude towar d religious toler ance. 10 0.9362
Total 22 0.8666
Sour ce: 2011 Survey
The findings above ar e the r esult of data obtained fr om testing the validity of the over all r eliability of the instr uments used in this study and found that all the instr uments have high r eliability and valid for the actual study.
Sample Selection & Data Collection
The sample is one of the things that matter in any quantitative study because it is a sour ce of r esear ch data. Resear cher needs to ensur e that the selected sample can give accur ate data sour ces to pr oduce a tr uly study (Faiz 2009: 8). Sampling is a pr ocedur e to select or decide w hich of the population of subjects w ill be used as the sample. Gener alization about the population is made as a r esult of study or r esear ch on selected samples. The pur pose of the selected sample is to save cost and time and avoid the impossibility of r esear cher s to gather infor mation fr om all populations (Ahmad 2011: 70). Samples used in this study consisted of students w ho study at the univer sity level. Befor e distr ibution of questionnair e done, r esear cher w ill make a r equir ement to anyone w ho w ill be the r espondents in this study in or der to ensur e that the infor mation or data obtained consistent w ith the topic of the r esear ch. Among the conditions is that the r espondent should be local or childr en bor n in the study ar ea and have fr iends of differ ent r eligions. Population and sample selection in this study was conducted in accor dance with Schedule Kr ejcie & Mor gan of the population (N) and sample (S). Thus, the study population accor ding to the conditions set as a w hole has acquir ed a total of 1.534 per sons, then, the r espondents in this study wer e appr oximately 300 people.
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can avoid the bias elements of sample selection because it r epr esents the study population and ultimately gener alization can be accepted by the scientific. In Pr obability Sampling techniques, ther e ar e sever al methods w hich include Simple Random Sampling, Systematic Random Sampling, Layer ed Random Sampling, Random Sampling Gr oup. Thus, in the context of this r esear ch, r esear cher selects the Simple Random Sampling wher e the sample of r esear ch is selected accor ding to ‘Fishbow l Draw ’ by enter ing the names of all subjects into a container and dr aw s w ill be done based on the number of samples that ar e going to be used (Ahmad 2011: 73-77).
Dur ing the distr ibution of questionnair es car r ied out, the r esear cher s gave the time and oppor tunity to the r espondent to answer questions for a week , so that all the answer s fr om questions posed ar e able to achieve the r esear ch objectives. Questionnair e collection pr ocess in this study was conducted in Januar y to Febr uar y 2011. After the deadline over , the r esear cher gather s all questionnair es and divided accor ding to r eligion, namely Islam and Buddhism. Next, all sets of questionnair es ar e checked per sonally in details to ensur e that all questions have been answer ed accor ding to the instr uctions. After the r esear cher s car r ying out the collection and r eview , found that fr om 300 sets of questionnair es that had been distr ibuted, a total of 245 sets that have been r etur ned. Accor ding to Cohen and Manion in Nor asmah study (2002), the r ate of r etur n of questionnair es fr om 70 per cent to 80 per cent is sufficient. Thus, the r ate of r etur n of this questionnair e is to meet the tar get of mor e than 70 per cent. In this study, the r esear cher chose only 200 questionnair es to be used to ease the r esear cher conducting the SPSS data analysis, although ther e ar e mor e questionnair es that ar e complete, per fect and can be used in this study.
Despite of r elatively small number of r espondents, r esear cher s think that this number can r epr esent the entir e students because the r esear cher adher es to students. As the r esear cher holds to Fasold comment on the study done by Gal in Faiz (2009) stated that the number of r espondents is not a deter minant of the validity of the study. On the other hand, ther e ar e still other matter s to be consider ed, such as a compr ehensive sur vey of the communities under study and other s (Faiz 2009: 9). Next, all questionnair es ar e pr ocessed by using the pr ogr am Statistical Packages for Social Science (SPSS). These data w er e analyzed using descr iptive and infer ential statistics.
Results & Discussion
The r esear ch data should be r epor ted clear ly and neatly, making the r eader under stand and appr eciate the r esults. For the analysis of quantitative r esear ch, although ther e is no for mat that can be agr eed upon by all r esear cher s in var ious fields of studies, r epor ts can usually be wr itten accor ding to specific for mats (Chua 2008: 328). Ther efor e, the r esear cher selects the for m of diagr ams and tables r epor t that descr ibes the distr ibution of mean scor es, standar d deviations, fr equencies and per centages. In addition, the pur pose of this study was to examine the r elationships between patter ns of inter action and communication based on r eligious or mor al or ientation among college students’ attitudes tow ar d r eligious toler ance. Thus, infer ential analysis of cor r elation was done to see to w hat extent the existence of such r elationships.
Patter ns of Inter action and Communication Or ientation Based on the Pr actice of Religion and Morals among Student
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dur ing lesson and attitudes of a student tow ar ds the pr actices of any other r eligion. Over all, the r esults of the study ar e as shown in the table below (Sour ce: 2011 sur vey):
Table 2: Distr ibution of mean scores and standard deviation of the interaction and communication patterns based on religious or moral or ientation towards religious tolerance
SNA=Strongly Not Agree, NA=Not Agree, LA=Less Agr ee, A=Agree, As=Strongly Agr ee
Num. Item Fr equency & Per centage
(N=200)
SNA NA LA A SA
Mean & SD
Int.
C1 I befr iended w ith anyone regar dless the religion
3.0 1.0 13.0 36.0 47.0 (6) (2) (26) (72) (94)
4.23 0.92 High
C2 I visit all friends who ar e hit by accident, r egardless the religion
0.5 1.5 9.0 39.0 50.0 (1) (3) (18) (78) (100)
4.36 0.75 High
C3 I am ready to live in the same room w ith any fr iend, r egardless the religion.
5.0 3.0 30.0 22.0 40.0 (10) (6) (60) (44) (80)
3.89 1.12 High
C4 I alw ays attend the religious festival, regar dless any r eligious festival.
17.0 21.5 25.0 17.5 19.0 (34) (43) (50) (35) (38)
3.00 1.35 Moderate
C5 I w ill help all fr iends, regar dless the religion.
1.0 0.5 12.5 35.5 50.5 (2) (1) (25) (71) (101)
4.34 0.79 High
C6 I alw ays go to the house of wor ship.
0.5 5.5 51.5 28.0 14.5 (1) (11) (103) (56) (29)
3.50 0.82 High
C7 I have never broken my pr omise w ith my fr iends..
- 11.5 55.0 26.0 7.5 - (23) (110) (52) (15)
3.29 0.76 Moderate
C8 Conversion among
differ ent religions r eflect the existence of r eligious tolerance.
0.5 6.0 34.0 36.0 23.5 (1) (12) (68) (72) (47)
3.76 0.89 High
C9 I am comfor table living nearby the house of wor ship of other r eligion.
10.0 24.5 29.5 20.5 15.5 (20) (49) (59) (41) (31)
3.07 1.21 Moderate
C10 I always discuss w ith the other religion’s believer on r eligious issues
16.5 22.0 33.0 21.5 7.0 (33) (44) (66) (43) (14)
2.80 1.15 Moderate
C11 Religion for bids me to do evil as stealing, gambling,
dr inking and
homosexuality (sex)
1.0 7.0 9.0 12.5 70.5 (2) (14) (18) (25) (141)
19 C12 I can forgive someone for
me.
1.0 2.0 10.0 23.5 63.5 (2) (4) (20) (47) (127)
4.46 0.83 High
Over all mean 3.76 0.59
The table show s the mean and standar d deviation scor es to explain twelve items. Based on the table, fr om tw elve items of r eligious or mor al or ientation towar ds r eligious toler ance among students, ther e ar e eight items that achieve a high mean scor e of inter action r egar dless of r eligion (item C1, C2, C3, C5, C8 and C12) achieve the mean scor e (mean = 4.23, sd. = 0.92; min = 4:36, sd. = 0.75; mean = 3.89, sd. = 1.12; mean = 4:34, sd. = 0.79, mean = 3.76, sd. = 0.89 and mean = 4:46, sd. = 0.83); the attitude of a student to the pr actice of r eligion (item C6, C11) achieved mean scor es (mean = 3:50, sd. = 0.82; mean = 4.44, sd. = 0.98). The r est, the four items that achieve moder ate mean scor e of inter action r egar dless of r eligion (item C4, C7, C9 and C10) that achieve the mean scor e (mean = 3.00, sd. = 1:35; mean = 3.29, sd. = 0.76; min = 3:07 , sd. = 1.21 and mean = 2.80, sd. = 1.15). Over all, r espondents in this study have levels of r eligious and mor al or ientation that can lead to a high level of r eligious toler ance achieving the over all mean scor e (mean = 3.76, sd. = 0.59).
Level of Inter action and Communication Patter ns based on Religious or Mor al Or ientation among Students
Result show s that the patter ns of inter action and communication ar e at the high level, r eaching 66.0%, 33.0% moder ate and only 1.0% showed a low level. Descr iptive analysis of the findings in this study suggests that most of the students which is 66.0% have good levels of inter action and communication betw een Muslims living mingle w ith Buddhist. Religious pr actices and the mor al or ientation, r efer r ing to the tw o main components in the association between the attitude of Muslims with Buddhists in lear ning session. In this case, it stated some students' attitudes, such as visiting a fr iend who had an accident, r egar dless of r eligion, be able to live in a r oom together w ith a differ ent r eligion, being comfor table eating w ith fr iends of differ ent r eligions and so for th. Next, the second component is the students’ attitude tow ar ds the believer s of other r eligion.
While a small par t of the students that 33.0% had levels of inter action and communication based on r eligious or mor al or ientation that simple. This means either a small gr oup of Muslims or Buddhists w ould r ather hang out w ith fr iends and sister s than fr iends w ith differ ent r eligions. At the same time, they have the awar eness and spir it to pr eser ve and defend their own r eligion. Such findings suppor t the r esults Faiz (2009) that the Muslim students in par ticular have the awar eness to pr otect his identity in the study per iod. Ar diez (2004) and Nir ut (2006) stated in their r esear ch that envir onmental factor s influence the attitudes and view s of a per son in or der to inter pr et things. This means that if the situation is in the envir onment of peace and tr anquillity, it is difficult to emer ge misunder standing in the mingle living, but if the situation is vice-ver sa then, it is easy to cr eate conflict, and har dly to be handled.
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pr actices or r itual cer emonies in many r eligions have in common in ter ms of explaining the natur e of r eligion. Almost all r eligions play an impor tant r ole by suggesting a var iety of benefits to its adher ents, mor al values in human life and made a sour ce of str ength that influenced all aspects of r egional peace-building pr ocess.
Refer r ing to the humanitar ian natur e, no one is w illing to accept things that contr adict his ow n teachings, such as por k for bidden for Muslims and other s. Thus, each r eligion must under stand and appr eciate the r eligious pr actices and mor al or ientation that or ientate towar ds r eligious toler ance w ith confidence, sincer ity and patience in or der to cr eate a har monious society and peaceful. This statement suppor ts the view of Imam Munaw wir (n.d, 23) emphasizing that disunity among the people indeed is due to the failur e of ummah to appr eciate the value of toler ance in the association.
Relationship between Level of Inter action and Communication Pr actice Based on Religion and Morals with Or ientation Attitudes of Religious Toler ance
Results of cor r elation analysis to identify the r elationship betw een the level of under standing of r eligious attitudes among students of r eligious toler ance show n in the follow ing table:
Table 3: Relationship between level of r eligious and mor al or ientation of attitudes tow ard religious toler ance
Construct Pattern of Interaction
and Communication based on Religious Practices and Mor al Orientation
Attitudes Towards Religious Toler ance Pattern of Inter action and
Communication based on Religious Practices and Mor al Or ientation
Pear son Correlation Sig. (2-tailed) N
1 .
200
.767** .000 200
Attitudes Tow ards Religious
Tolerance Pear son Correlation
Sig. (2-tailed) N
.767** .000 200
1 . 200 *Significant at the level of 0.01
Sour ce: 2011 survey
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r equir ed by the laws of Allah s.w .t can for m a good behaviour and mor als and noble per sonality (Dear ana 2010: 157). Based on such under standing, it can be concluded that a pr actice or w or k can mould attitudes and the behaviour of a per son, for example, when a Muslim visits non-Muslim fr iends who had an accident, then, it w ill incr ease the love w ithin his association. Over all, pr actices and jobs dir ectly r elated to the for mation of attitudes and opinion. This means that if a per son is negative behaviour , then it w ill pr oduce a despicable and contemptible behaviour . But if the behaviour is positive, it w ill cr eate a vir tuous char acter .
This study descr ibes the inter action and communication behaviour based on r eligious or mor al or ientation among students betw een Muslims w ith Buddhists. It w as found that the major ity of students ar e r elated to inter action and communication is at a good level. However , it appear s also some w ho still fail to have enough inter action and communication only at a moder ate level. Envir onmental factor s influence the attitudes and view s in an effor t to inter pr et things. It means that the conflict in souther n Thailand that influence students' attitudes and view s that can affect the daily lives of students. As for the r elationship betw een the level of inter action and communication based on r eligious or mor al or ientation to the attitude of r eligious toler ance among the students did that r elationship is at a high level and this means that the str onger the inter action and communication betw een Muslims and Buddhists, the higher the attitude towar d r eligious toler ance in daily life.
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