An Islamic Framework for Character Education and Bullying Prevention: Integrating Aqidah, Akhlak, and Multiculturalism into Learning

This study aims to examine the instillation of Islamic Multicultural Education values ​​at SMK Negeri Jatirogo Tuban which contains multicultural values. This type of research is a field study with a qualitative approach. Sources of information regarding this study are Islamic and Christian Religious Education Teachers, Principals or Assistant Teachers, and Students. Data collection techniques are carried out through interviews, participant observation, and documentation. Data analysis techniques are carried out using data collection techniques, data reduction, data presentation and data inference. The findings in this study indicate that the multicultural values ​​contained in Islamic education include tolerance values, equality values, unity values, family values, and justice values. The implementation of multicultural values ​​in Islamic Religious Education learning at SMK Negeri Jatirogo Tuban uses two methods, namely the exemplary method and the habitat method. The impact of instilling multicultural values ​​on students is the growth of attitudes of mutual tolerance, respect, accepting other people's opinions, mutual cooperation, not being hostile and the absence of conflict due to differences in culture, ethnicity, language, customs, and religion. The limitation of this study is the scope of the study which is still limited to the normative aspects of multicultural values. This study has not analyzed in depth the psychological dynamics of students or the institutional structure that influences the internalization of these values. The originality of this study lies in its approach that integrates Islamic educational values ​​with the concept of multiculturalism in inclusive formal education practices. This study also highlights the interaction between students and teachers from various religious backgrounds directly in the context of religious learning, which is rarely explored in previous studies.

Islamic Religious and Character Education (hereafter PAI) textbooks are part of an important means of teaching character values, including tolerance. Some cases of intolerance are still common in Indonesia and are even associated with Islamic religious education in schools. Therefore, there is a need to review Islamic religious education in schools. This study examines the PAI materials that include tolerance learning in Islamic religious education textbooks at the 7th, 8th, and 9th grade junior high school levels. This research is important so that in the future, tolerance learning materials can be provided to students in accordance with the portions. This study uses a literature review with a qualitative approach that analyzes the content of Islamic Religious and Character Education textbooks published by the Ministry of Education and Culture of the Independent Curriculum (7th and 8th grade books) and the Revised 2013 Curriculum (9th grade books). The data obtained are then collected and analyzed using the content analysis method. The data analysis techniques in this study used 3 data analysis steps, namely: data reduction, data display, and data verification. This study shows whether there is tolerance learning in Islamic Religious Education and Character Education textbooks or not. The results of the study show that the Islamic Religious Education and Character Education textbooks at the junior high school level strongly promote tolerance.

The problems raised in this study are what are the forms of multicultural Islamic education values and how the implementation and results of the cultivation of multicultural values through Islamic religious education at MA Nurul Akhlaq Biaro Baru, Karang Dapo District, Musi Rawas Regency. To answer the above problems, the writer uses descriptive qualitative research. From the research results it was found that 1) the values of multicultural Islamic education at Madrasah Aliyah Nurul Akhlaq Biaro Baru, Karang Dapo District, Musi Rawas Utara Regency, namely the value of tolerance, the value of equality / equality, the value of unity, the value of kinship / brotherhood and the value of justice. 2) The implementation of the cultivation of multicultural values through Islamic religious education at MA Nurul Akhlaq Biaro Baru, Karang Dapo District, Musi Rawas Regency is carried out in 2 ways, first in the classroom through Islamic Religious Education using an active and communicative teaching model with discussion and questioning methods. answer. Second, outside the class, namely Rohis activities, Mabit (night of faith and piety building) and student council activities. 3) The results of planting multicultural values through Islamic religious education at MA Nurul Akhlaq Biaro Baru, Karang Dapo District, Musi Rawas Regency can be seen from the habits of students in responding to multicultural values such as the value of teloransi, democratic values, the value of equality / equality as well as the value of justice in everyday life both inside and outside the classroom

In the context of the religious structure of Indonesian society, Islamic education has an important role in shaping the character and character of the nation. Islamic education has the function of actualizing Islamic values ​​in the midst of changes in people's lives which are full of shifts and clashes of current values. In fact, the implementation of Islamic religious education, which takes place at various levels of education, is still less successful in working on the attitudes and behavior of religious subjects of students and building the nation's morals and ethics. For this reason, this paper will discuss the reformulation of the pattern of integration of Islamic values ​​in Islamic education.
 
 Keywords: Integration, Islamic Values, Islamic Religious Education.

The purpose of this research is to find out the implementation of the Islamic Religious Education curriculum policy at various levels of education. the research method used is library research with a leatherative method. Data sources come from books. The data collection technique used is documentation while the data analysis technique consists of four stages, namely data collection, data reduction, data presentation, and inference. The results of the research found that the Islamic Religious Education (PAI) Curriculum at various levels of education (Schools, Madrasahs and Pesantren) consists of several aspects, namely aspects of the Qur'an-Hadith, faith or aqidah, morals, fiqh and aspects of tarikh (Islamic history).

This study aims to examine the implementation of multicultural values in the teaching of Islamic Religious Education and Character (PAI-BP) at SMK Negeri 3 Ambon, as well as its contribution to fostering interreligious harmony. The research employs a descriptive qualitative approach, with data collected through observation, interviews, document analysis, and questionnaires. The study subjects include the school principal, Islamic Religious Education teachers, and students of SMK Negeri 3 Ambon. Data analysis was conducted descriptively through the processes of data reduction, presentation, and conclusion. The findings reveal that Islamic Religious Education teachers integrate multicultural values into their teaching by applying inclusive and dialogical approaches, and by connecting learning with local values in students' daily lives both at school and in the community. This approach fosters tolerance, mutual respect, and peaceful coexistence within the multicultural school environment as well as in society. Theoretically, this study strengthens the academic position at the intersection of Islamic education, multicultural studies, and the sociology of education. Practically, the research provides a model for implementing multicultural education based on the Islamic values of Rahmatan lil' Alamin, contextualized and relevant to post-conflict vocational schools. Thus, this study contributes to the development of religious education that is humanistic, democratic, and oriented toward strengthening social cohesion amid national diversity.

This study aims to analyze the implementation of Islamic religious education with a multicultural perspective in elementary schools. The research was conducted at Cipayung 04 Public Elementary School. The research method used a qualitative case study. Sources of data teachers, principals, and students. The research instrument used interviews, observation and documentation. Data analysis techniques include: data collection, data reduction, data verification and data display. The results of the multicultural-based implementation of Islamic religious education research through: 1) The new student admission policy does not discriminate between ethnicity, race and religion; 2) Implementation of learning upholds the values ​​of mutual respect, openness, compassion, conflict resolution and reconciliation and violence; 3) Realizing tolerance in religious life in life between all members of the community in daily life in the school environment. Multicultural values ​​are a process of acquiring knowledge, developing attitudes and behavior to live in mutual respect, tolerance, full of peace, mutual assistance and non-violence. Islamic religious education is education that focuses more on improving the mental attitude that is manifested in actions, both for the needs of oneself and others, both theoretically and practically. This research focuses on three studies, firstly all forms of multicultural values ​​in learning Islamic religious education at Cipayung 04 Public Elementary School. So it is related to efforts regarding multicultural-based learning so far because the school does not have multiculturalism, the school places more emphasis on character education. One of education, cultural education can be in the form of mutual cooperation, mutual respect, responsibility, discipline. So character education is very important to achieve quality education for students. If the character has been formed early on in order to make quality and qualified students. And in practice learning is also more respectful and tolerant among peers, in learning it emphasizes Pancasila values ​​in respecting diversity.

Multicultural education plays a vital role in enhancing religious tolerance within Islamic Religious Education (IRE), particularly in Indonesia, where religious exclusivism and intolerance remain ongoing challenges. The objective of this research was to explore the understanding and application of multicultural values in Islamic Religious Education among junior high school and madrasa students. A mixed-method approach was utilized, combining qualitative and quantitative analysis to gain a comprehensive understanding of the issue. Through open-ended interviews and surveys, data were collected from students in two junior high schools in Cilegon and one madrasa in Serang, Indonesia. The qualitative data were analyzed using a descriptive-exploratory approach, while quantitative data were analyzed with descriptive statistics. The study found that integrating religious education with multicultural values fostered a strong sense of interfaith tolerance, cultural appreciation, and inclusivity. This integration helped students embrace diversity, respect differences, and build mutual trust, thereby minimizing conflicts and promoting a harmonious learning environment. The findings underscore the significance of effective multicultural education in shaping an inclusive Islamic education system, ultimately enhancing both the social and academic outcomes of students in Indonesia.

This study aims to analyze the content of the developed multicultural values and the accuracy of the development of multicultural values with the components of Islamic Religious Education and Morals textbooks for class VIII. This type of research is qualitative with a library approach. Data were collected by reviewing documents, namely Islamic Religious Education and Moral textbooks for class VIII junior high school. Data analysis techniques include content analysis and critical analysis. Checking the validity of the findings is done by means of triangulation techniques. This study concludes that the content of multicultural values developed in the textbook is four values, namely tolerance, democracy, justice, and equality. The accuracy in developing multicultural values in the textbook component is said to be inaccurate because the percentage is 35.8%. Thus, there are multicultural values in Islamic Religious Education and Moral textbook, but the content needs to be developed proportionally.

This study aims to promote multicultural values in the culture of Sintuwu Maroso the Poso community through the transformation of education which is integrated with Islamic religious subjects based on animated image media as prevention of radicalism in the school and community environment. Research methods is a qualitative descriptive study in the form of writing and oral words from people who are the object of research, in conducting research, researchers as the main instrument whose role is to observe observations of documents and conduct interviews with informants, analyze data, interpret data and interpret data compiled a report on tracking the value of local wisdom on the multicultural value of Sintuwu Maroso in the Poso community. Islamic religious education learning that is integrated between Islamic religious material and cultural material of the Poso Sintuwu Maroso community can produce students who are always obedient to their God, behave well with others and are far from understanding religion and radical religious behavior in multicultural / change communities. student characters. Islamic religious education learning that is integrated between Islamic religious material and cultural material of the Poso Sintuwu Maroso community can produce students who are always obedient to their God, behave well with others and are far from understanding religion and radical religious behavior in multicultural / change communities. student characters

Multicultural education aims to ensure fair representation of diverse social groups in school curricula, particularly those historically marginalized due to gender, race, class, or religion. Islamic religious education (IRE) in schools and madrasas emphasizes strengthening faith through knowledge, appreciation, practice, and student experiences. This study examines the contribution of IRE in fostering multicultural tolerance and solidarity among students. This study employed a qualitative approach with a case study method to explore the implementation of multicultural values in schools. Data were collected through observations, interviews, and document analysis. The focus was on the role of schools and Islamic religious education teachers in promoting tolerance and solidarity. The findings indicate that IRE contributes to multicultural tolerance through two key strategies: a) Religious and Social Activities – Schools and IRE teachers organize activities such as social donations during disasters, fostering solidarity. Extracurricular activities, including futsal, scouts, and choirs, further support the development of tolerance. b) Good Habits in the School Environment – IRE teachers encourage respect for differences and collaboration among students, promoting daily habits that reinforce multicultural values. These findings suggest that Islamic religious education plays a significant role in strengthening multicultural values by integrating religious teachings with social practices that promote inclusivity and cooperation. Islamic religious education, through religious activities, social engagement, and good habits, fosters multicultural tolerance and solidarity among students. Schools should continue integrating these values into their educational practices to strengthen social cohesion in diverse learning environments.

Indonesia is a country rich in culture, religion and ethnicity. This diversity gives strength but also poses challenges, especially in maintaining harmony. Multicultural education in Islamic Religious Education lessons has long been discussed, but applying these values is still not optimal. So, it is very important to integrate the values of multicultural education at all levels of education in Indonesia, including at the junior high school level, as a foundation for character building in early adolescence. This research aims to explore more deeply how multicultural values are implemented in SMPN 13 Malang and how multicultural values can be integrated into the context of Islamic Education. This research uses a qualitative approach with the type of case study. The subjects in this research are the vice curriculum, Islamic Education teachers and student representatives. The data were collected through observation, interview, and documentation methods, while the data were analysed with descriptive qualitative through data reduction, data presentation and conclusion drawing. The result of this research shows that SMPN 13 Malang applies multicultural values such as tolerance value, equality value, and freedom value. Meanwhile, multicultural values in Islamic Religious Education learning at SMPN 13 Malang are integrated through various aspects such as the materials, methods, and teaching media.

Education and values of multiculturalism in Islam are an inseparable part of the development of values that live in society. No exception in Islamic religious education (PAI) for members of the naval military, multiculturalism is claimed to contain values that can act as the main glue in realizing integrity in people's lives. This research examines the implementation of multicultural Islamic education values in the Naval Academy (AAL), with a research focus (1) What are the values of multicultural Islamic education developed at the Naval Academy? (2) how is the process of implementing the values of multicultural Islamic education at the Naval Academy? and (3) What is the model for implementing the values of multicultural Islamic education at the Naval Academy? This research was conducted using a qualitative approach with a phenomenological type. The object of this research is devoted to the TK-III cadet education program for the 2016-2017 academic year. Several data collection techniques were used, namely in-depth interviews, participatory observation and documentation. The technique of checking the validity of the data used includes credibility, transferability, dependability, and confirmability. The data analysis of this research uses the Miles and Huberman model with three steps. The results showed three findings as follows. First, conceptually, the Naval Academy takes the view that the concept of brotherhood desired by Islam regarding the plurality of people is a concept of brotherhood or togetherness in multiculturalism. Second, the process of implementing multicultural Islamic values at the Navy Academy refers to the ISD (Instructional System Design) system in its development reflects top-down military-style values. Third, in terms of the implementation model, the Naval Academy implements contextualized learning experiences, with the main focus being on the value of flexibility in addressing multicultural values. These values are then developed into several, such as professionalism, etiquette, humanity, togetherness, honesty, tolerance and respect for differences.

This study aims to identify the competencies developed from multicultural values ​​and local wisdom in Indonesian society in Islamic Religion Education in Higher Education. This research method is qualitative, the technique of collecting data uses interviews, questioner, observation, study documentation, and focus group discussions. The subjects were lecturers and students participating in Islamic Religious Education learning. The study results found two main components, the competence of Islamic Religious Education Learning in Higher Education, which is based on multicultural values and local wisdom, and the development of indicators and instruments for assessing attitudes. The contribution of this research is the revitalization of the curriculum on the learning outcomes of Islamic education in the affective domain and cultivate multicultural values and local wisdom through Islamic Religious Education Learning in Higher Education.

This study examines the conceptualization of wasatiyyah (moderation) in the Islamic Religious Education (PAI) curriculum in Egypt with a focus on the definition, discursive strategies, and their implications for the formation of religious identity and social cohesion. This study uses a qualitative method based on literature research with a critical discourse analysis (CDA) approach, this study analyzes curriculum documents, textbooks, and related academic literature. The results of the analysis show a significant evolution in the contextualization of the concept of wasatiyyah after the 2011 Revolution at various levels of education. At the elementary school level, wasatiyyah was introduced as a “middle way” and “balance” in Islamic teachings that rejected extremism. At the intermediate level, this concept has developed to be more comprehensive with an emphasis on moderation based on a correct understanding of religion, avoiding excessive and underestimative attitudes in the implementation of religious teachings. At the level of higher education, especially in Al-Azhar, wasatiyyah is defined as a comprehensive methodology that balances between text and context, as well as between fixed and changeable aspects of Islam. The research identifies the existence of a scaffolding approach in teaching the concept of wasatiyyah, where the definition and application are increasingly complex and contextual as the level of education increases. The findings highlight the importance of moderation-based education in shaping a balanced religious understanding and countering extremism in Egypt. Keywords: Religious Moderation; Educational Curriculum; Islamic Religious Education