Multicultural Islamic Education Research Articles

Empowering Diversity: Edu-Ecotourism as a Platform for Multicultural Islamic Education Value in Coastal Communities

This research aims to provide a deeper understanding of the process of Empowering Diversity: Edu- Ecotourism as a Platform for Multicultural Islamic Education Value in Coastal Communities in the Mandaran neighborhood money village community (community of the Mandaran hamlet, Pesisir village, Besuki sub-district, Situbondo district). In order to obtain valid research data, research was carried out using a qualitative approach and case ethnography type. The research was conducted in the Mandaran neighborhood money village community (the Mandaran hamlet community, Pesisir village, Besuki sub-district, Situbondo district) for six months from January 2023 to June 2023. The data collection technique used the snowball sampling technique. The data sources used were primary and secondary. Data collection techniques using participant observation, in-depth interviews, and documentation studies. Meanwhile, the data analysis technique uses the Spredly model with four steps: domain analysis, taxonomic analysis, component analysis, and theme analysis. The results of the field research found that the process of process of Empowering Diversity: Edu-Ecotourism as a Platform for Multicultural Islamic Education Value in Coastal Communities in the Mandaran neighborhood money village community (community of the Mandaran hamlet, Pesisir village, Besuki sub-district, Situbondo d is organizationally, namely formulating the association's vision, mission and goals, in terms of understanding, namely formulate community regulations and policies, and in implementation, namely building a Gazebo as a center for activities, edu-eco-tourism activities, religious activities, social-community activities, and role models.

Reeducation of Pancasila Values through Multicultural Islamic Education with Wasathiyah Insights to Build Community Social Harmony

The relationship between Islam and Pancasila in a multicultural context that requires the implementation of moderation/ideology is still often debated in Indonesia. In basic principle there is no conflict between the teachings of Islam and Pancasila, Islam has never negated the content of Pancasila, but disharmony is often found in Indonesian educational and cultural practices which promote multicultural values for the sake of implementing moderation in the country. The problem in this article is based on two different societal responses which are based on the majority of Indonesia's population being Muslim, so the social order must be in accordance with Islamic law, while the second opinion says that Indonesia is a pluralistic country consisting of various groups with the desire for Pancasila as the basis of the state. Pancasila asbasic standard(basic norms) is a national umbrella that covers all citizens of various tribes, nations, customs, cultures, languages, religions and ethnicities in Indonesia. By carrying out re-education of Pancasila values through an educational approach, namely multicultural Islamic education with a wasathiyah perspective, it is hoped that it can build social harmony, especially for students and society at large

The Roles of Multicultural Islamic Education in The Empowerment of Civil Society

Indonesia’s national identity is shaped by its diverse cultural tapestry, which embodies a rich historical legacy. While this diversity is a source of pride, it can also pose challenges that may lead to societal discord. Therefore, Islamic Education rooted in Multiculturalism is vital in fostering unity amidst diversity. Within this framework, Islamic Education plays a crucial role in harmonizing differences and shaping successive generations. By fostering appreciation for diversity and promoting solidarity, it bridges societal gaps and fosters a sense of belonging among Indonesians. Through Islamic teachings, this paradigm values diversity as a unifying force, fostering a society where differences strengthen unity. This approach aims to foster a population that values mutual respect, cooperation, and national unity, regardless of cultural differences. Therefore, Islamic Education within Multiculturalism aims to shape a generation that values diversity while also strengthening the nation's unity and integrity.

Cultivating Character Strength: Multicultural Perspectives in Islamic Education

This study aims to describe efforts to strengthening the character of nationality through multicultural Islam education. As well as to describe the strengthening of the character of nationality through the multicultural Islamic education based on the application of the Sila on Pancasila in Mambaul Hikam Junior High School Situbondo. This study focuses on strengthening the character of nationality through Multicultural Islamic Education base of sila on pancasila. Data collection techniques used are interviews, participant observation (Participant Observation) and documentation techniques. The data that have been obtained from the informant are then analyzed. The results of this study indicate that the strengthening of the character of nationality through the education of Multicultural Islam is by implementing the character of nationality base of sila pancasila; First, dedicating the Islamic culture on the santri based on the first sila pancasila, second, instilling the Islamic-owned humanitarian character based on the second sila Pancasila, third, instilling the attitude of Gotong Royong according to the third Sila Pancasila, fourth, instilling the character of Islamic suspected leaders based on the fourth Pancasila, fifth, instilling social-character social-based and religious slabs. The application of Pancasila's sila to strengthen the character of nationality through Islamic education is also to keep harmony, creating a high tolerance, and keeps diversity differences so as not to be easily split among others.

Good Character, Good Deeds and Good Speech for Developing Multicultural Islamic Education: An Islamic Concept

This research is qualitative research that aims to develop an Islamic quality-of-life model for Islamic multicultural education. Research is conducted by referring to various sources of writing (literary research), and then formulating with deductive and inductive reasoning (thinking). The four criteria for a successful life (luck, win), namely faith, good deeds, correctness, and patience. These four criteria constitute a unified whole, and should not be broken down or reduced. The word 'sholih' means 'whole' (not broken apart) or 'complete', which is also usually translated as 'good'. Goodness due to wholeness and completeness. Wholeness and completeness in the concept of "Amal Sholih" include amal imaniah (faithful action), amal ilmiah (scientific action), amal karimah (noble action), amal rahmah (beloved action), amal barakah (better action), amal salamah (safe action), and amal kamilah (complete action). Faithful action is the action that must be based on faith, namely the six pillars of faith. Scientific action is an action that contains knowledge. Amal karimah is human deeds that show good deeds. Beloved action is the action that reflects rahmah (compassion, love), which arises from a clean conscience. Better action is a human action that provides benefits and added value (added goodness) to others and oneself. Safe action is the act of human beings who are safe and save themselves and others in this world and the hereafter. Complete action is the human action that fulfills 100% of the target.

Responding to Muhammadiyah Education in The Era of Neurotechnology: Neuroscience and Religious Moderation Perspectives

In the Millennial era, there's been a positive response to the comprehensive diversification of educational partnerships, especially in the realm of multicultural Islamic education, garnering significant attention. Haedar Nashir's scholarly address at the 48th Mukhtamar of Muhammadiyah in UMS Surakarta effectively illustrates the emergence of a uniform educational framework, rich in intricacies, opening up new avenues in Islamic education. This qualitative and descriptive research addresses the ongoing debates surrounding Islamic education in Indonesia by suggesting pertinent Islamic-centered alternative approaches within the contemporary landscape. By utilizing a systematic review methodology and content analysis, this study highlights various facets of life and learning, encompassing methodologies, techniques, information propagation, educational administration, and the role of social media. Despite the primary emphasis and requirements set by Kemdikbud and Kemenag to achieve an enlightened Islamic education, the current state of Islamic education in Indonesia seems stagnant. The proliferation of educational partnerships extends broadly across diverse educational establishments, both formal and pesantren. To notably elevate the quality of education, the researchers propose significant alternatives rooted in neuroscience, religious moderation, and knowledge management within Islamic education. The implications and contributions of this study aspire to enhance Islamic education and advance study-based learning in Islam, with the aim of captivating the attention of younger generations, notably millennials and Generation Z, within the realm of Society 5.0. This research is expected to serve as a platform and pivotal milestone in realizing a progressive and flourishing Islamic civilization in the forthcoming times.

Preventing Disruptive Behavior in Elementary School Students: An Academic Investigation from a Multicultural Islamic Education Lens

The objective of this study is to identify strategies for enhancing the social development of children within inclusive educational settings. The present study employs a qualitative research design and adopts a phenomenological framework. The study was conducted in SD Muhammadiyah 3, Ikrom Wage Sidoarjo, with a sample size of five individuals who were chosen as participants. The data collection process involved the utilisation of in-depth interviews and observation techniques, which were subsequently followed by data reduction and data display procedures. Subsequently, the data underwent analysis by the method of triangulation. The present study yielded the subsequent findings: The term "character" refers to the attributes, traits, and qualities that define an individual's personality and behaviour. It encompasses a The social attributes of pupils at SD Muhammadiyah 3 Ikrom were enhanced, encompassing virtues such as honesty, civility, social responsibility, tolerance, democracy, and justice. The process of enhancing character development is implemented for all students, especially those who possess exceptional requirements. The implementation of multicultural education is accomplished through two primary methods: firstly, by incorporating it into the curriculum across many disciplines taught in the classroom, and secondly, by fostering a school environment that embraces and upholds the principles and values of multicultural education. The process of integrating subjects is facilitated with the active participation of educators who have received specialised training. Educators receive periodic training sessions focused on strategies and approaches for instructing students with exceptionalities. In the context of educational institutions, the process of school acculturation is often implemented during the initial orientation phase for incoming students. During student orientation, it is crucial to prioritise the instruction of habits and fostering a sense of acceptance towards individuals with diverse backgrounds.

Internalization of Multicultural Islamic Religious Education at the Bustanul Mutaallimin Dawuhan Islamic Boarding School, Blitar City

This natural phenomenological research and attention to meaning focuses on social phenomena that exist in the Bustanul Mutaallimin Islamic Boarding School in Blitar. Data collection techniques are carried out using several things, namely observation, in-depth interviews, and documentation. The data analysis technique used is descriptive-exploratory involving four components of analysis, namely domain, taxonomic, componential, and cultural theme analysis. The results of this study found the following things. First, several factors for the successful internalization of multicultural Islamic religious education in the Islamic boarding school, including: the conduciveness of the vision of the Islamic boarding school, the conduciveness of curriculum design, the conduciveness of instilling multicultural values, the conduciveness of creating a multicultural environment, and the conduciveness of designing learning places. Second, the internalization of multicultural Islamic religious education is carried out through two learning models, namely: the direct learning model and the indirect learning model. Third, the practice of internalizing multicultural Islamic religious education in Islamic boarding school is carried out in the following ways, including: organizing Islamic ta'aruf parades rahmatan lil 'ālamīn, organizing the cross-cultural dialogue, organizing collaborative activities with religions, religious organizations, and other sects, organizing practical real work on cross-cultural recitations at the Bumi FM Radio Studio owned by the Islamic boarding school, organizing multicultural documentaries, and others.

PENERAPAN COOPERATIF LEARNING DALAM MENINGKATKAN AKTIVITAS BELAJAR ISLAMIC MULTICULTURAL EDUCATION DI UPTD SD NEGERI TOGUBANG 3 KECAMATAN GEGER - KABUPATEN BANGKALAN

This study investigates the application of Cooperative Learning to enhance Islamic Multicultural Education at UPTD SD Negeri Togubang 3, Geger District - Bangkalan Regency, utilizing a qualitative research approach. Cooperative Learning models, including CIRC, Make a Match, IOC, Mind Mapping, Kartu Arisan, and others, were strategically selected based on the Islamic education curriculum. The preparatory phase involved setting objectives, defining tasks, and planning instructional processes. Interviews with educators and observations highlighted the importance of active student participation and group dynamics. Support from the school principal, teacher competency, and student interest were identified as crucial factors facilitating Cooperative Learning success. Challenges, such as limited Islamic Multicultural Education resources, were acknowledged. Despite challenges, Cooperative Learning significantly improved Islamic Multicultural Education activities. The study underscores the need for ongoing support, resource enhancement, and a commitment to pedagogical innovation for sustained effectiveness. The positive impact of student enthusiasm emphasizes the importance of maintaining and encouraging active participation.

Paradigma Moderasi Beragama: Revitalisasi Fungsi Pendidikan Islam dalam Konteks Multikultural Perspektif Pemikiran Imam al-Ghazali

This research aims to explore the thoughts of Imam al-Ghazali as the foundation of the religious moderation paradigm in Islamic education and examine its relevance in the context of a multicultural society. Imam al-Ghazali is one of the prominent Islamic scholars who advocated views that support religious moderation, tolerance, and interfaith harmony. This study employs the library research method to analyze and summarize Imam al-Ghazali's thoughts and understand how these views can be applied in the context of multicultural Islamic education. The research findings demonstrate that Imam al-Ghazali's thoughts reflect a strong paradigm of religious moderation. He emphasized the importance of a balanced understanding of religion, as well as values such as tolerance, compassion, and peace in Islam. These concepts have significant relevance in the context of a multicultural society, where religious and cultural differences are an unavoidable reality. Islamic education based on Imam al-Ghazali's thoughts can play a crucial role in promoting better interfaith understanding, reducing conflicts, and building harmonious relationships in a multicultural society. Therefore, this research underscores the importance of revitalizing the paradigm of religious moderation in Islamic education and integrating it into the Islamic education curriculum. The implications of this research highlight the need for genuine efforts in developing Islamic education that focuses on the values of religious moderation as a path towards a more inclusive, tolerant, and peaceful society in the era of multiculturalism.

Filsafat pendidikan Islam multikultural KH. Abdurrohman Wahid dan implementasinya dalam pendidikan Islam Indonesia

Purpose − It is alleged that cultural pluralism in Indonesia still causes various problems such as racism, negative stereotypes, ethnocentrism, radicalism and environmental destruction. Seeing this phenomenon, KH. Abdurrohman Wahid looked for a solution by formulating an Islamic Education Philosophy with a multicultural pattern. This article aims to describe the Islamic Education Philosophy formulated by Abdurrohman Wahid and its implementation in Indonesia.
 Method − The method used is a type of qualitative research using literature study. Data collection was carried out using the note-taking technique through related scientific references. Data analysis uses descriptive-analytic analysis.
 Findings − The results of this research show that the concept of Multicultural Islamic education from KH's perspective. Abdurrohman Wahid includes: First, the objectives of Multicultural Islamic education, namely; Islamic education based on neomodernism, Islamic education based on liberation, Islamic education based on multiculturalism. Second, the multicultural Islamic education curriculum prioritizes affective and psychomotor aspects, develops student-oriented patterns, educators are able to understand the meaning of education, create students who have an interest in learning, process-oriented patterns, and are vocationally based. The implementation of multicultural education can be implemented through various strategies in the form of cultural strategies, socio-political strategies, socio-cultural strategies, pedagogical strategies.

Multicultural Islamic Education in the Fatwa of the Indonesian Ulema Council on Digital Da'wah Ethics

Exclusive, intolerant, and radical da'wah content on various social media platforms is a challenge for Islamic da'wah in today's digital era. This qualitative study through a normative-philosophical approach aims to identify and explore the dimensions of multicultural Islamic education values in the fatwa of the Indonesian Ulema Council of East Java Province Number. 06 of 2022 concerning Da'wah Ethics in the Digital Era. The theory of multicultural Islamic education conceptualized by Azyumardi Azra becomes the theory of analysis of the subject matter of this study. Data analysis through reduction, presentation, and verification. This study shows the content of multicultural Islamic education values in legal provisions related to da'wah ethics in the dital room in the fatwa of the Indonesian Ulema Council of East Java Province, including the value of humanism education in the prohibition of the delivery of da'wah content that spreads hatred and insults even for the reason of amar makruf nahi munkar. Then, the value of tasamuh education in the recommendation of delivering pluralist da'wah content, which is able to respect Islamic beliefs that are still being debated. Furthermore, the value of peace education in advocating the delivery of nationalist da'wah content. Next, the value of wasatiyah education in recommending the delivery of da'wah content that maintains public conduciveness and stability. The theoretical implications of this study affirm that the mainstreaming of multicultural Islamic educational values can be internalized through religious social fatwas in Indonesia, as well as fatwas related to da'wah ethics in the digital space.

The Rights and Status of Widows in Islam: A Study from the Perspective of Multicultural Islamic Education in the Context of Bangladesh

One of the most discussed topics in today’s society is the issue of widows’ proper rights and status. This research paper investigates the rights and status of widows within the framework of Islamic education in the context of Bangladesh using qualitative methods. It included the Qur’an, Hadith, and various forms of research.  Islam has given them a detailed discussion of their rights and dignity just like any other woman. Widows often face unique challenges and social stigmatization in various societies, and this study focuses on understanding their rights and status as prescribed by Islamic teachings and the extent to which these teachings are implemented within the realm of Islamic education. Bangladesh government has fixed some allowance for them which is very little. No steps have been taken to increase employment to make them economically prosperous. This paper contributes to the ongoing discourse on women’s rights within an Islamic context and highlights the significance of integrating such discussions within the education system for tangible societal transformation.

Implementasi Kurikulum Merdeka Belajar-Kampus Merdeka (MBKM) dalam menanamkan Nilai-Nilai Pendidikan Islam Multikultural di Universitas Yudharta Pasuruan

Yudharta Pasuruan University is a tertiary institution that has implemented the MBKM curriculum by instilling the values ​​of multicultural Islamic education aimed at educating and creating a generation that respects differences in ethnicity, religion, race, ethnicity, and culture in Indonesia which are diverse and multicultural. The purpose of this study was to analyze the implementation of the MBKM curriculum at Yudharta University, Pasuruan, and to instill the values ​​of Multicultural Islamic Education through the MBKM curriculum at Yudharta University, Pasuruan. The approach used is a qualitative approach supported by descriptive data. As for data collection techniques using active participation observation techniques, interviews, and documentation studies. The data analysis technique uses the interactive analysis model of Miles, Huberman and Saldana, namely data condensation, data presentation, and drawing conclusions. The results of this study indicate that: 1) Implementation of the MBKM curriculum at Yudharta University Pasuruan in 2020 to improve the quality of higher education and the relevance of tertiary institutions according to the needs of society and industry by involving several aspects, such as curriculum flexibility, fulfillment of students' learning rights to gain learning experience in outside the study program, the involvement of students and lecturers, especially FAI Islamic Religious Education (PAI) study programs in teaching campus programs, collaboration with the world of work, improving the quality of teaching, research and innovation. 2) Instilling the Values ​​of Multicultural Islamic Education through the MBKM curriculum at Yudharta University Pasuruan includes; (a) at-Ta’aruf, (b) at-Tawassuth, (c) at-Tasamuh, (d) at-Ta’awun, dan (e) at-Tawazun.

Nilai-Nilai Pendidikan Islam Multikultural Dalam Buku Panduan Pengembangan Projek Penguatan Profil Pelajar Pancasila

The Guidebook for the Development of the Pancasila Student Profile Strengthening Project is one of the guidebooks for creating a Pancasila student profile. In implementing the Pancasila student profile project, many educators and school institutions have not implemented it, one of which is due to the lack of understanding of educators and school institutions regarding the project to strengthen Pancasila student profiles. The purpose of this study was to determine the values ​​of multicultural Islamic education in the guidebook for developing a project to strengthen the Pancasila student profile, using a library research approach, using content analysis and descriptive analysis. From the results of the study it was several dimensions of the Pancasila profile project there are multicultural educational values, namely first in the dimensions of faith, piety to God Almighty and noble character, there are Pluralistic Religious values, tolerance, democracy, justice and humanity. Second, in the global diversity dimension, there are Nationalist, Pluralist, Tolerance and Justice values. Finally, in the mutual cooperation dimension, there are values ​​of mutual help, humanism, pluralism and tolerance.

Integration of Fethullah Gulen's Thought for The Development of Multicultural Islamic Education in Indonesia

Constructing the awareness of coexisting peacefully regardless of differences in religion, ethnicity or language is an absolute thing that must be instilled in Indonesia from an early age in the younger generation as a multicultural country. If there is no such efforts to construct that awareness, acts of intolerance will continue to develop and have even penetrated the younger generation of students. For this reason, awareness of the importance of multiculturalism needs to be instilled, including through multicultural Islamic education. This article aims to discuss Fethullah Gulen's thoughts on Islamic education and how it is integrated into multicultural Islamic education in Indonesia. This study uses a qualitative method with a content analysis approach. The main data sources are taken from Islamic education theories and two main books (Toward a Global Civilization of Love and Tolerance and Multicultural Education: Issues and Perspectives) and are supported by 20 related journal articles. All data were analyzed using the Miles and Huberman technique. The findings show that there are nine themes of integration for the development of multicultural Islamic education. The nine themes are grouped into three elements, namely: Love (love for God, compassion for human beings (humanism), forgiveness, love for science, and love for nature); Tolerance and Dialogue (respect for differences in thoughts and religions, love as the basis for tolerance, and dialogue as a means of building tolerance). These findings can be used as a reference on how multicultural education should be implemented in Indonesia as well as a multicultural education platform in an Islamic country.  

Advancing Islamic Education: Fostering Multicultural Values through the Implementation of Islamic Religious Education

This research aims to analyze the development of Islamic education by implementing the values of Multicultural Islamic religious education in madrasas. The research was conducted using a qualitative approach and a case study type of research. Data collection techniques used participant observation, in-depth interviews, and documentation. The data analysis technique uses the Miles and Huberman model: data display, data reduction, and concluding. The research results show that multicultural Islamic education is a response to the development of population diversity in Islamic educational institutions and demands for equal rights for each group. All students, regardless of groups such as gender, ethnicity, race, culture, social strata and religion, have the right to receive the same education. Implementing Islamic religious education in developing the value of Islamic education institutions at Madrasah Ibtidaiyah Ihyaul Islam Pajarakan includes institutional, curriculum, and personnel aspects. This research provides implications regarding the importance of multicultural values in Islamic education, which can help increase students' awareness and understanding of cultural diversity and universal Islamic values.

Implementation and Strengthening of Multicultural Islamic Education in Public Schools

The rise of exclusive attitudes and the lack of understanding of differences, diversity, religious tolerance and moderation have led to the fading of multicultural values ​​in schools. In addition, the influence of the epidemic has at least damaged the character and character of students who tend to ignore the values ​​of (cultural) diversity and tolerance in the school environment. Multicultural Islamic education is taught in public schools with an emphasis on acknowledging and respecting the differences that are inevitable for people of any religion and improving from a strong emphasis on the cognitive domain to the affective and psychomotor domains as well as improving the quality of teachers both from the point of view of their understanding of their religion. themselves and other religions, so that they themselves have the right perspective of multiculturalism. Therefore. multicultural Islamic education is taught in public schools. This is important so that students have an understanding of differences, diversity, tolerance, mutual respect and mutual acceptance in every difference in life. The methodology used is observation, interviews and documentation and is supported by various relevant references so that it has scientific value in research. This paper attempts to provide an offer or solution on how Multicultural Islamic Education is taught in schools so as to form an inclusive (open) pattern of religious understanding and tolerance in students.

Studi Fenomena Pendidikan Keagamaan Islam Multikultural di Pondok Pesantren Bustanul Mutaallimin Blitar

Multicultural Islamic religious education is still echoed in several Islamic boarding schools, one of which is the Bustanul Mutaallimin Blitar Islamic Boarding School. This qualitative research with a phenomenological study will discuss the phenomenon of multicultural Islamic religious education at the Bustanul Mutaallimin Islamic Boarding School, Blitar. The data analysis technique used is descriptive-explorative involving four components, namely domain analysis, taxonomy, componential, and cultural themes. This study found the following two things. First, multicultural Islamic religious education is an educational strategy based on Islamic teachings that develop the ability to know each other, be tolerant, democratic, equal, and fair, help each other, respect each other, love each other, and be full of peace. Second, the content of multicultural Islamic religious education at the Bustanul Mutaallimin Blitar Islamic Boarding School is contained in the thoughts of the kiai, within the curriculum frame, both the traditional Islamic boarding school curriculum and the modern Islamic boarding school curriculum are based on the government curriculum (Ministry of Religion and Ministry of National Education), and are contained in seventeen Islamic boarding schools and eight twelve cultural cultures without national character that must be applied by every citizen in the pesantren environment.

The Concept of Multicultural Education According to the Book of Wasathiyah by Muhammad Abu Al-Fath Al-Bayanuni

Multiculturalism education is the basis for developing a country with a plural society system. Multicultural education helps the world of education achieve educational goals and teaches multicultural education in schools. This study uses library research. Data sources include: secondary primary data sources. Primary data source: multicultural education model in the Wasathiyah book by Muhammad Abu Al-Fath Al-Bayanuni. And secondary sources of previous research results related to multicultural Islamic education which are published in national and international journals. The data will be analyzed by content analysis method. The Book of Wasathiyah by Muhammad Abu Al-Fath Al-Bayanuni which can be applied in multicultural education is an attitude of piety to Allah, having noble character towards fellow human beings, being devoted to parents, and not making differences in understanding religion and sect in life. Schools and the general public for multiculturalism education to provide awareness from an early age so that they can be placed in a middle position. It can also juxtapose thoughts and actions in a proportionate way that wards off excessive negative justification. As well as building a country in the name of justice for all Indonesian people in a civilized society.