The Development of Multicultural Islamic Education in the Modern Era: Relevance and Challenges
Abstract
Multicultural Islamic Education is an education that emphasizes multiculturalism as one of the visions of education with the main character that is inclusive, egalitarian, and humanist but remains firmly based on spiritual and divine values based on the Qur'an and Sunnah. The type of research used is the qualitative method with a phenomenological approach. This research collected data through in-depth interviews, observation, and documentation. Researchers conducted epoché, followed by data analysis with three stages, namely data collection, data reduction, data presentation, and conclusion drawing/verification. The study's results demonstrate the relevance of developing multicultural Islamic education in the modern era, which provides high respect and guarantees for each individual. Therefore, it is incorrect to assume that Islamic education lacks humanistic elements. Furthermore, the study's findings indicate that the development of multicultural Islamic education is not a simple task. This study found challenges and obstacles in formulating and adopting multiculturalism in the world of Islamic education, including: differences in the boundaries of multiculturalism as an ideology, exclusivism in homogeneous groups, vague tolerance boundaries that have the potential to cause egocentrism, the selection of appropriate multicultural models and types for Islamic education, and the feasibility and readiness of each component of the Islamic education system. The study's results suggest several ways to enhance multicultural Islamic education, including the need to keep refining the discourse of multicultural Islamic education. Second, that must continue to deepen and explore the concept of education, which upholds values, beliefs, heterogeneity, plurality, diversity, and all aspects of community life within the context of studying Islamic teachings based on the Qur'an and Sunnah. Third, further research is needed to establish the concept and form of multicultural Islamic education that can be implemented in practice.
Downloads
References
[2] Alam, M., & Daflizar, D. (2018). Pendidikan Islam Berwawasan Multikultural. BELAJEA: Jurnal Pendidikan Islam, 3(2), 103. https://doi.org/10.29240/belajea.v3i2.560
[3] Alfindo, A. (2023). Pentingnya Nilai-Nilai Pendidikan Multikultural Dalam Masyarakat. Jurnal Dinamika Sosial Budaya, 25(1), 242–251.The Development of Multicultural Islamic Education... – Uswatun Khasanah 708 DOI: https://doi.org/10.35723/ajie.v7i2.725
[4] Amar, I. (2014). Studi Normatif Pendidikan Islam Multikultural. ISLAMICA: Jurnal Studi Keislaman, 4(2), 320. https://doi.org/10.15642/islamica.2010.4.2.320- 334
[5] Chasanah, U. (2023). Pendidikan Agama Islam Multikultural Berbasis Tasawuf. Penerbit P4I.
[6] Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications Ltd.
[7] Creswell, J. W. (2019). Research Design: Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran (IV). Pustaka Pelajar.
[8] Hasan, M., Harahap, T. K., Hasibuan, S., Rodliyah, I., Thalhah, S. Z., Rakhman, C. U., Ratnaningsih, P. W., Mattunruang, A. A., Silalahi, D. E., & Hasyim, S. H. (2023). Metode penelitian kualitatif. Penerbit Tahta Media.
[9] Helmy, M. I. (2021). The Understanding of Islamic Moderation (wasaṭiyyah alIslam) and the Hadiths on Inter-religious relations in the Javanese Pesantrens. Indonesian Journal of Islam and Muslim Societies, 11(2). https://doi.org/10.18326/ijims.v11i2.377-401
[10] Hikmat, R., Kustoro, M.Jamali, & Fatimah, S. (2023). Implementasi Pendidikan Islam Multikultural di Dunia Pendidikan. JIMPS: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, 8(4). https://doi.org/10.24815/jimps.v8i4.26449
[11] Inayatillah, I., Kamaruddin, K., & M. Anzaikhan, M. A. (2022). The History of Moderate Islam in Indonesia and Its Influence on the Content of National Education. Journal of Al-Tamaddun, 17(2), 213–226. https://doi.org/10.22452/JAT.vol17no2.17
[12] Irham, I. (2018). Islamic Education at Multicultural Schools. Jurnal Pendidikan Islam, 3(2), 141. https://doi.org/10.15575/jpi.v3i2.1448
[13] Latifah, L. (2020). Peran Pondok Pesantren dalam Meningkatkan Mutu Pendidikan Agama Islam di Sekolah. Millah, 20(1), 173–194. https://doi.org/10.20885/millah.vol20.iss1.art7
[14] Ma’rifah, I., & Sibawaihi. (2023). Institutionalization of Multicultural Values in Religious Education in Inclusive Schools, Indonesia. Jurnal Pendidikan Agama Islam, 20(2), 247–260. https://doi.org/10.14421/jpai.v20i2.8336
[15] Malla, H. A. B., Misnah, M., & Markarma, A. (2021). Implementation of Multicultural Values in Islamic Religious Education Based Media Animation Pictures as Prevention of Religious Radicalism in Poso, Central Sulawesi, Indonesia. International Journal of Criminology and Sociology, 10, 51–57. https://doi.org/10.6000/1929-4409.2021.10.08
[16] Marzuki, M., Miftahuddin, M., & Murdiono, M. (2020). Multicultural Education in Salaf Pesantren and Prevention of Religious Radicalism in Indonesia. Jurnal Cakrawala Pendidikan, 39(1), 12–25. https://doi.org/10.21831/cp.v39i1.22900
[17] Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (Third). USA: SAGE Publications.
[18] Muhajir, A., Naim, N., Fitri, A. Z., & Safi’i, A. (2020). Approach to the Development of Multicultural Education Curriculum in Darul Hikmah Modern709 Al-Hayat: Journal of Islamic Education (AJIE) e-ISSN: 2599-3046 (online) | Volume 7, Issue 2 | July - December 2023 p-ISSN: 2657-1781 (print) DOI: https://doi.org/10.35723/ajie.v7i2.725 Islamic Boarding School Tulungagung, Indonesia. Universal Journal of Educational Research, 8(5), 1842–1847. https://doi.org/10.13189/ujer.2020.080520
[19] Naqieb, S. M. (1980). The Concept of education in Islam: A Fremwork for an Islamic philosophy of education. Muslim Youth Movement of Malaysia.
[20] Normuslim. (2021). Multicultural Education in Indonesia: An Islamic Perspective. Educational Sciences: Theory and Practice, 21(4). https://doi.org/DOI 10.12738/jestp.2021.3.0013
[21] Nuhrodin, N., & Dhina, M. A. (2021). Information Literacy for Santri in Islamic Boarding School (Pesantren). Al-Hayat: Journal of Islamic Education, 5(2), 216. https://doi.org/10.35723/ajie.v5i2.191
[22] Pamungkas, O. Y., Hastangka, H., Raharjo, S. B., Sudigdo, A., & Agung, I. (2023). The spirit of Islam in Javanese mantra: Syncretism and education. HTS Teologiese Studies / Theological Studies, 79(1). https://doi.org/10.4102/hts.v79i1.8407
[23] Parekh, B. (2006). Rethinking Multiculturalism: Cultural Diversity and Political Theory (2nd ed.). Palgrave Macmillan.
[24] Parid, M., & Islam, A. G. K. M. D. (2023). Gerakan Keagamaan Modern. Studi Agama Islam Kontemporer, 37.
[25] Prasetawati, E., & Asnawi, H. S. (2018). Wawasan Islam Nusantara; Pribumisasi Nilai-Nilai Kearifan Lokal di Indonesia. FIKRI : Jurnal Kajian Agama, Sosial Dan Budaya, 3(1), 219. https://doi.org/10.25217/jf.v3i1.283
[26] Siahaan, A. (2023). Islamic Education Management: A Study of Multicultural Paradigm. Educational Administration: Theory and Practice, 29(1). https://doi.org/ 10.17762/kuey.v29i1.585
[27] Solehuddin, M., & Budiman, N. (2019). Multicultural Competence of Prospective Preschool Teachers in Predominantly Muslim Country. Jurnal Cakrawala Pendidikan, 38(3), 438–451. https://doi.org/10.21831/cp.v38i3.25033
[28] Supriyatno, T., & Ubabuddin, U. (2019). Internalization of multicultural values in learning islamic education. Library Philosophy and Practice, 2019, 1–7.
[29] Sya’adah, A., Saputra, B. A., Jannah, M., & Mahfud, C. (2019). Sejarah reformasi pendidikan Islam di Indonesia. Ta’dibuna: Jurnal Pendidikan Islam, 8(1), 38. https://doi.org/10.32832/tadibuna.v8i1.1793
[30] Syakban, I., Aryani, S. A., & Saputra, R. (2023). Rekontruksi Kegiatan Al-Islam Dan Kemuhammadiyahan Berbasis Nilai-Nilai Pendidikan Islam Inklusif Di Universitas Muhammadiyah Sumatera Barat. Edukasi Islami: Jurnal Pendidikan Islam, 12(04).
[31] Syathori, A. (2023). Urgensi Multikultural dalam Pembelajaran Pendidikan Agama Islam. Penerbit P4I.
This work is licensed under a Creative Commons Attribution 4.0 International License.
