Approach to the Development of Multicultural Education Curriculum in Darul Hikmah Modern Islamic Boarding School Tulungagung, Indonesia

As’Aril Muhajir,Asrop Safi’I,Agus Zaenul Fitri,Ngainun Naim

doi:10.13189/ujer.2020.080520

Abstract

Indonesia is a multicultural country because it has diverse tribes, religions, cultures and races. This multicultural reality is both a wealth and a threat. Multiculturalism is wealth when positively positioned so that it enriches the treasures of life. Conversely, multiculturalism is a threat when it is not managed properly. For this reason, positive awareness and attitudes towards multicultural reality must be built systematically. Educational institutions are instruments that are believed to be able to carry out this task properly. Through the curriculum, students will receive subject matter that can enrich understanding of multicultural reality. This article discusses the approach to develop a multicultural education curriculum at Darul Hikmah Modern Islamic Boarding School, Tulungagung, Indonesia. The development of this multicultural education curriculum is important in building students' understanding to have perspectives that value diversity in various fields of life. The research method used is qualitative and data mining is done by in-depth interviews, observation and documentation. Interviews were conducted with scholars, teachers and students. Observations were made to observe the learning process and implementation of the curriculum from class to class. The documentation is being carried out for the learning process and supporting documents for this research. This study found that there are three approaches used in curriculum development, namely the contribution approach, the additive approach, and the transformation approach. The contribution approach is carried out by meeting students' basic needs. An additive approach is carried out by providing reading books in the library, introducing social life through video, integrating multicultural values and applying them in learning. While the transformation approach is applied to high school students because at this level the students already have a broader perspective so they can analyze the diversity around them.

Highlights

Islamic boarding school is a typical Indonesian educational institution
Not a few Islamic boarding schools survive in conservatism, as if Islamic boarding schools only live with their own world (Rif ’atul, Islamic School, Public, & Jombang, 2015)
In the context of Indonesian education, curriculum designers make the Pancasila philosophy a philosophical basis in curriculum development (Abdullah, 2007)

Summary

Introduction

Islamic boarding school is a typical Indonesian educational institution. Its existence is in line with the history of the growth and development of Islam. Its role is very large in determining the style of Indonesian Islam (Aly, 2015). Islamic boarding school grows and colors the culture of the community (Bustamam-ahmad, 2015). Islamic boarding school grows and develops in line with the sociological context of the community. There is an impression that Islamic boarding school does not keep up with the times. This kind of impression is not entirely wrong. Not a few Islamic boarding schools survive in conservatism, as if Islamic boarding schools only live with their own world (Rif ’atul, Islamic School, Public, & Jombang, 2015)

Methods

Results

Discussion

Conclusion