Abstract
The role of culture, ethnicity, race, belief and religious sects cannot be separated from the individual and social interaction and communication that often due to the conflict of thought and interest such in the political, social, and education. Thus, this study aimed at exploring how the implementation of Islamic teaching in a multiculturalism society at three of modern pesantren schools in Makassar, i.e. pesantren IMMIM, Pondok Madinah, and pesantren Darul Arqam Muhammadiyah Gombara. This study applied qualitative approach using a case study design by conducting the in-depth observation and interview to the teachers, stakeholders, and students. The data collecting were analyzed descriptively using three-stage models of Miles and Huberman. The results found that the pesantren educational policy, teaching methods, pesantrenenvironment, stakeholders and teachers’ control, and the evaluation were the dominant factors of the successful of Islamic teaching due to the strict of reward and punishment applied by pesantren to rehearse the students’ awareness earlier to be well-behaved in a multiculturalism society.
Highlights
1.1 Introduce the ProblemRecently, the result of a study on how Islamic is Islamic countries conducted by Rehman and Askari (2010) has stirred up the Islam countries in the world especially in Indonesia
If the Islamic education in accordance with what is stated by Azra, the implementation of Islamic teachings during this time in Indonesia should be evaluated because there are many hindrances and obstacles faced so that the objective of Islamic education has not reached its goal potentially
Based on the results and discussion, it can be concluded that the implementation of the Islamic teaching in multiculturalism classroom at pesantren schools was determined by several factors including the vision and mission of pesantren, the background of teachers, teaching methods, the system of dormitories for students, control, and evaluation
Summary
The result of a study on how Islamic is Islamic countries conducted by Rehman and Askari (2010) has stirred up the Islam countries in the world especially in Indonesia. If the Islamic education in accordance with what is stated by Azra, the implementation of Islamic teachings during this time in Indonesia should be evaluated because there are many hindrances and obstacles faced so that the objective of Islamic education has not reached its goal potentially. The Islamic education is generally facing the challenges of modern life. It needs a new paradigm of design to fulfill the new demands of the era. The concept of Islamic education needs to be designed to answer the challenges of the era and constructing it to be relevant to the societal change
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