Managing Multicultural Islamic Education through Conflict Resolution Learning Development in Indonesia

Along with the frequent social conflicts in Indonesia, the multicultural reality of this country is becoming increasingly urgent to be reconstructed so that it can become an "integrating force" for the future of this nation, especially through the education sector. In that context, Madrasah Ibtidaiyah Nahdlatul Ulama (MINU) Bangil Pasuruan, East Java, is a "lantern" for Indonesia's future multiculturalism that has implemented multicultural education management well. It involves various religious and ethnic cultural organizations, such as NU, Muhammadiyah, and others. Also, there are several ethnic groups like Javanese, Sundanese, Madurese, and Chinese. This qualitative research with a phenomenological approach-case study attempts to analyze the implementation of multicultural education management to develop conflict resolution learning at MINU Bangil Pasuruan. This research shows that the application of multicultural education management is running well with the main learning models based on visiting culture class learning. Meanwhile, the impact of multicultural education management includes 1) the life and interpersonal relationships of the entire academic community and the environment of educational institutions becoming more harmonious and inclusive, despite the ethnic plurality in the community; and 2) the learning process becomes more enjoyable and effective because it is supported by the growing sense of belonging and love between teachers and students.

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Integrasi Sosiokultural Siswa Dalam Pendidikan Multikultural Melalui Pembelajaran Sejarah

Jurnal Pendidikan Sejarah ◽

10.21009/jps.082.01 ◽

2019 ◽

Vol 8 (2) ◽

pp. 79-98

Author(s):

Yusuf Perdana ◽

Sumargono Sumargono ◽

Valensy Rachmedita

Keyword(s):

Data Analysis ◽

Multicultural Education ◽

Phenomenological Approach ◽

Ethnic Conflicts ◽

Analysis Model ◽

Social Phenomena ◽

Daily Lives ◽

Interactive Analysis ◽

Cultural Conditions ◽

Teachers And Students

this research aims to cultivate the values of multiculturalism in historical learning through the integration of students' social-cultural conditions, describing students' understanding of the students' social-cultural conditions and the implementation of multiculturalism values by students in their daily lives. This research is qualitative with a phenomenological approach, namely by conducting a critical analysis of social phenomena. The technique of data collection is done by observation, interview, and documentation. The validity of data analysis techniques uses triangulation techniques and sources. The data analysis used is an interactive analysis model. Based on the results of the study, it was explained that in the SMAN 3 Surakarta the history teacher had integrated sociocultural students in multicultural education through historical learning. Historical teachers and students feel the benefits of historical learning through multicultural education by remembering and studying the riots triggered by differences to other historical events backed by ethnic conflicts such as Riots in Surakarta to the opposite of the Youth Oath which was pioneered by various ethnic, ethnic and religion throughout Indonesia.

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IMPLEMENTASI NILAI-NILAI MULTIKULTURAL UNTUK MEMPERBAIKI PERILAKU SANTRI

QATHRUNÂ ◽

10.32678/qathruna.v8i1.4854 ◽

2021 ◽

Vol 8 (1) ◽

pp. 103

Author(s):

Syaiful Anwar

Keyword(s):

Data Collection ◽

Multicultural Education ◽

Boarding School ◽

Boarding Schools ◽

Mutual Cooperation ◽

Teachers And Students ◽

Collection Data ◽

Using Data ◽

Mutual Tolerance ◽

The Impact

This study aims to 1) determine the multicultural values planting model in Daar El Qolam Islamic Boarding School. 2) knowing the implementation of multicultural values found in Daar El Qolam Islamic Boarding School. 3) knowing the impact of planting and implementing multicultural values on the personality of students in the El Qolam Daar Islamic Boarding School. This type of research is descriptive with a qualitative approach. While the sources of research are leaders, Islamic boarding schools, head of care, head of worship, principals, teachers / teachers and students. Data collection techniques are done through interviews and observation and documentation. Data analysis techniques were performed using data collection, data reduction, data presentation and data inference. The findings in this study are the values of multicultural education found in Islamic Boarding Schools da el-Qolam are exemplary methods and methods of habituation. The impact of the cultivation of multicultural education is the growth of mutual tolerance, respect and acceptance of others, mutual cooperation is not hostile and not mutual there are conflicts due to differences in culture, ethnicity, language, customs. Hopefully this research is useful for Daar el-Qolam Islamic boarding school in particular and also beneficial for other educational institutions so that multicultural education can be implemented properly and correctly.

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KEBEBASAN BERAGAMA DI SMU SELAMAT PAGI INDONESIA KOTA BATU MALANG

Al-Tahrir Jurnal Pemikiran Islam ◽

10.21154/al-tahrir.v14i2.82 ◽

2014 ◽

Vol 14 (2) ◽

pp. 359

Author(s):

Umi Sumbulah

Keyword(s):

Empirical Study ◽

Multicultural Education ◽

Religious Freedom ◽

Religious Commitment ◽

Education Institution ◽

Phenomenological Approach ◽

Academic Community ◽

Religious Observance ◽

Good Advice ◽

Qualitative Phenomenological

<em>This study attempts to examine the implementation of religious freedom in a multicultural education institution, namely at SMU Selamat Pagi Indonesia (SMU-SPI )in Batu City, East Java. This study focuses on the meaning of religious freedom for the academic community, and the supporting and hindering factors for the implementation of religious freedom in this school which has diverse multicultural backgrounds. This empirical study uses a qualitative- phenomenological approach. It shows some important findings. First, the meaning of religious freedom for the academic community of this school is the freedom for everyone to practice their religion in accordance with the religion and beliefs of each, while respecting the religion and beliefs of others. Second, the application of freedom of religion in this school is expressed through moral conducts amongst the school community such as compassion, good advice, moral support, religious commitment and respect for other religious observance. In addition, the implementation of religious freedom is also evident in the efforts of the school to provide teachers and spiritual guide to students in accordance to their respective religion and in the establishment of places of worship for all religions.</em>

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ANALISIS PROSES DAN DAMPAK PEMBELAJARAN DARING DI SD AL-ISLAM PENGKOL JEPARA PADA MASA PANDEMI COVID-19 TAHUN 2020

Pendas Jurnal Ilmiah Pendidikan Dasar ◽

10.23969/jp.v5i2.3422 ◽

2020 ◽

Author(s):

Rafida Salsabila ◽

Murtono Murtono ◽

Imaniar Purbasari

Keyword(s):

Elementary School ◽

Online Learning ◽

Data Analysis ◽

Learning Process ◽

Qualitative Method ◽

Qualitative Data ◽

Phenomenological Approach ◽

Teachers And Students ◽

The Impact ◽

Depth Interviews

This research aims to analyze the online learning process in SD Al-Islam Pengkol Jepara and the impact that affects the online learning process. The place of this research was carried out at Al-Islam Elementary School, Pengkol Village, Jepara District, Jepara Regency. This research uses descriptive qualitative method with a phenomenological approach. The object of this research is the online learning process applied in SD Al-Islam, while the subjects are teachers and students. The target of this research is the principal of SD Al-Islam Pengkol, homeroom teacher and students. Data obtained through in-depth interviews, observation, documentation and recording. The data analysis used is qualitative data analysis. The continuity of online learning with the processes in it has an impact and can overcome it so that the online learning process can run smoothly.

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Validation of a Four Factor Measure: Scale of Perceived Instructor Support (SPIS)

10.31219/osf.io/3g4sm ◽

2021 ◽

Author(s):

Adena Young-Jones ◽

Bailey Hart ◽

Carly Yadon ◽

Erin Michelle Buchanan

Keyword(s):

Interpersonal Relationships ◽

Career Decisions ◽

Academic Stress ◽

Academic Community ◽

Perceived Support ◽

Faculty Advisors ◽

Confirmatory Factor ◽

Instructor Support ◽

The University ◽

The Impact

Academic-related stressors are common for college students, such as future career decisions or pressures to succeed academically. Furthermore, the impact of health and finance issues may add to the burden. Perceived support from an academic community, peers, or family can provide a buffer to mitigate the effects of these stressors. Several studies emphasized the importance of support by instructors in particular and found that students’ perceptions of instructor support can counteract academic stress and promote retention. The purpose of the present study was to validate a scale for instructor support, which consisted of four factors: autonomy, expectation, interpersonal relationships, and engagement. A confirmatory factor analysis demonstrated good fit for the items within each factor. Results also indicated that students who planned to return to the university next semester were more likely to report higher levels of autonomy and expectation. The Scale of Perceived Instructor Support (SPIS) is a short, 24 item-inventory that can be used by faculty advisors as part of a formal advising practice or informally by class instructors.

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Validation of a Four Factor Measure: Scale of Perceived Instructor Support

Psychological Reports ◽

10.1177/00332941211000653 ◽

2021 ◽

pp. 003329412110006

Author(s):

Adena Young-Jones ◽

Bailey Hart ◽

Carly A. Yadon ◽

Erin M. Buchanan

Keyword(s):

Interpersonal Relationships ◽

Career Decisions ◽

Academic Stress ◽

Academic Community ◽

Perceived Support ◽

Faculty Advisors ◽

Confirmatory Factor ◽

Instructor Support ◽

The University ◽

The Impact

Academic-related stressors are common for college students, such as future career decisions or pressures to succeed academically. Furthermore, the impact of health and finance issues may add to the burden. Perceived support from an academic community, peers, or family can provide a buffer to mitigate the effects of these stressors. Several studies have emphasized the importance of support by instructors in particular and found that students’ perceptions of instructor support can counteract academic stress and promote retention. The purpose of the present study was to validate a scale for instructor support, which consisted of four factors: autonomy, expectation, interpersonal relationships, and engagement. A confirmatory factor analysis demonstrated good fit for the items within each factor. Results also indicated that students who planned to return to the university next semester were more likely to report higher levels of autonomy and expectation. The Scale of Perceived Instructor Support (SPIS) is a short, 24 item-inventory that can be used by faculty advisors as part of a formal advising practice or informally by class instructors.

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EFL/ESL Students' Perceptions of Distributive, Procedural, and Interactional Justice: The Impact of Positive Teacher-Student Relation

Frontiers in Psychology ◽

10.3389/fpsyg.2021.755234 ◽

2021 ◽

Vol 12 ◽

Author(s):

Dan Yang

Keyword(s):

Interpersonal Relationships ◽

Interpersonal Relationship ◽

Interactional Justice ◽

Learning Context ◽

Teacher Credibility ◽

Teacher Confirmation ◽

Teacher Student ◽

Teachers And Students ◽

Interpersonal Factor ◽

The Impact

The correlation between teacher-student interpersonal relationships and students' perception of different dimensions of justice using in the learning context has been found absolutely important since it can provide a nice learning environment for students in which they can comfortably learn a new language. Even though several studies have been carried out regarding the above-mentioned points, a review paper that focuses on the importance between these two variables by which students' learning is influenced seems of great interest. In this study, the author has strived hard to highlight the interplay between the aforementioned variables. First of all, Justice and its dimensions including distributive, procedural, and interactional justice are described in the learning context. Then the effect of the positive relationship between teachers and students is accentuated. Following it, different types of characteristics that are crucially noticeable considering teacher-student interpersonal relationship including “teachers care,” “teacher clarity,” “teacher confirmation,” “teacher credibility,” “teacher immediacy,” “teacher stroke,” “teacher-student rapport” are discussed. The term “positive psychology” accompanied by its factors is defined then. What is discussed then is classroom justice as a teacher-student interpersonal factor. Finally, it is concluded with implications and suggestions for future studies.

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Embedding Multicultural Values in Islamic Education: A Portrayal of Contemporary Indonesian Textbooks

Edukasia Islamika ◽

10.28918/jei.v4i2.2298 ◽

2019 ◽

pp. 226

Author(s):

Muhammad Aji Nugroho

Keyword(s):

Multicultural Education ◽

Phenomenological Approach ◽

Islamic Education ◽

Social Solidarity ◽

Transfer Of Knowledge ◽

Learning Materials ◽

Secondary Sources ◽

Central Java ◽

Teachers And Students ◽

Unity In Diversity

The incorporation of multicultural values in Islamic education textbooks needs to be fostered as the endeavor to raise Muslim’s inclusive religious awareness. In response to this growing need, this study describes the highlight of multicultural education and multicultural values-based learning materials of Islamic education as well as well-planned learning processes. Grounded in a qualitative explorative descriptive study, it provides a comprehensive content analysis of Islamic education textbooks reinforced with a phenomenological approach. The primary sources of research were Islamic education textbooks for tenth, eleventh, and twelfth grades in secondary high schools located in Salatiga, Central Java, Indonesia. Secondary sources were obtained through in-depth interviews with the teachers and students. Findings of this study demonstrate that firstly, not only did the textbooks cover the transfer of knowledge, but they also promoted multicultural values, so that the students upheld their cultural identities. Secondly, the learning materials introduced not only ritualistic symbols, but also the relationship between religious symbols and the existing reality. It encourages the students to think inclusively regarding unity in diversity. Finally, multicultural values embedded in the learning process involved tolerance, harmony, a culture of mutual respect, democracy, and maintenance of faith with good morality in social solidarity and interaction.

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Psychological Status Analysis and Moral Education Strategy Research of Vocational College Students in the Post-epidemic Era

Journal of Higher Education Research ◽

10.32629/jher.v2i1.250 ◽

2021 ◽

Vol 2 (1) ◽

Author(s):

Yurong Cheng

Keyword(s):

College Students ◽

Moral Education ◽

Interpersonal Relationships ◽

Psychological Problems ◽

Psychological Status ◽

Emotional Instability ◽

Vocational College ◽

Healthy Development ◽

Teachers And Students ◽

The Impact

Due to the impact of COVID-19 's epidemic on education, the psychological problems of vocational college students have become more prominent. The main manifestations are tension in interpersonal relationships, low self-esteem, isolation, learning disabilities, improper communication between men and women, emotional instability, etc., prone to depression, anxiety, and tantrum. As for the causes of these psychological problems, they are related to family, social, school, and students themselves. The author puts forward a series of moral education strategies for the current situation of students, such as the integration of strong strengths between home and school, and concerted efforts to maintain health, channels for communication between teachers and students, bridges for spiritual communication, psychological education into the classroom, activities leading to effectiveness and other strategies, which are effective to solve students' psychological problems and promote their healthy development.

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Impact of Textbook Reform on the Formation of Chinese National Identity

Integration of Education ◽

10.15507/1991-9468.102.025.202101.022-042 ◽

2021 ◽

Vol 25 (1) ◽

pp. 22-42

Author(s):

Alina M. Nurzhayeva ◽

Nurzhamal A. Aldabek ◽

Gulnar E. Nadirova ◽

Nurzhan B. Saparbayeva Nurzhan B. Saparbayeva ◽

Konstantin B. Svoikin

Keyword(s):

National Identity ◽

Political Identity ◽

Personal Data ◽

Academic Community ◽

Educational Process ◽

Modern China ◽

Educational Strategies ◽

Teachers And Students ◽

Historical Heritage ◽

The Impact

Introduction. A search for effective educational strategies that can form and maintain Chinese national identity is a highly relevant task for the Chinese academic community. Secondary school textbooks’ content revision has become one of the ways to solve the problem. The purpose of the article is to analyze the complex of educational and methodological materials within the framework of school education, aimed at influencing the formation of national identity in China. Materials and Methods. To study the problem, we conducted a survey, in which schoolteachers and parents of schoolchildren from the city of Lanzhou (PRC) took part. In order to identify the views of these two communities regarding the impact of the updated textbook content on the emerging identity of schoolchildren, we analyzed the personal data, and to understand the learning outcomes, we examined in detail the content and structure of new textual narratives, comparing them with previous educational materials. This helped us to identify a mechanism for developing lessons using the corpus of cultural and historical heritage, which was the essence of the reform aimed at shaping national priorities in the identity of the younger generation. Owing to the chosen methods, we were able to better understand and comprehend the role that ideological education is designed to play in the conditions of modern China. Results. The analysis showed that the updated textbooks reflect the main discourses of Confucian philosophy, fostering cultural and political identity in students. The survey showed that the increased national discourse in the content-factual part of textbooks facilitated the fostering of national identity among schoolchildren. Discussion and Conclusion. The materials of this article can be used for further research of the educational process and its influence on the development of civil society cohesion. This can be useful for polyethnic states in terms of strategic planning and development of mechanisms of construction and maintenance of national identity when drawing up educational textbooks. The results of this study may also be of interest to researchers dealing with educational problems and considering education as one of the elements that play an important role in the formation of national identity, as well as for teachers and students.

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