scholarly journals Manajemen Kurikulum Pendidikan Islam Berbasis Multikultural

2018 ◽  
Vol 15 (1) ◽  
pp. 3-17
Author(s):  
Rohmat Rohmat
Keyword(s):  
Knowledge Construction ◽  
Prejudice Reduction ◽  
Islamic Education ◽  
Learning Design ◽  
Construction Process ◽  
Education Curriculum ◽  
Content Integration ◽  
Multicultural Management ◽  
Culture Development ◽  
Curriculum Education

Abstract:  This article attempts to create a reflection of the Islamic educational curriculum, and some alternative Islamic education curriculum based of multicultulral. As for some of the underlying assumptions, that the practice of teaching Islamic education was oriented toward mastery of teaching material has not been oriented toward understanding and awareness creation on respect for diversity of race, ethics, culture. Islamic Education as one of the important aspects as the formation of character, should have the concept that learing is more directed at the character formation of children and respect for cultural diversity. Thus, to Look forthe development of Islamic education curriculum model (Madrasah Aliyah) based of multicultural. Management of multicultural based Islamic education can be through several phases: content integration, the knowledge construction process, an equity paedagogy, and prejudice reduction. The focus of management of multicultural based curriculum Islamic education should be directed to find the msdel of Islamic education (Madrasah Aliyah) that can explore humanist values and universal. Islamic education learning design (Madrasah Aliyah) based mutticultural directed the efforts to form the character of the appreciation and respect for diversity of thought, concept, and culture. Development of leaming modets of Islamic education in Madrasah Aliyah multicultural-based refers to a balanced composition of matter Koran, Hadith , fiqh, aqidah, and akhlak. Keywords: Management of curriculum, Education, Multicultural.

scholarly journals The Intertextualist

2018 ◽  
Vol 7 (1) ◽  
pp. 78-86
Author(s):  
Jeremy Dennis
Keyword(s):  
Multicultural Education ◽  
Knowledge Construction ◽  
Essential Element ◽  
Prejudice Reduction ◽  
Construction Process ◽  
Five Dimensions ◽  
Equity Pedagogy ◽  
Content Integration ◽  
Powerful Learning ◽  
Teachers And Students

Multicultural education is thought to consist of five dimensions: content integration, the knowledge-construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Of the five, equity pedagogy is identified as an essential element by leading scholars in the field. Can equity pedagogy alone create the powerful learning experiences needed for multicultural education? This is an important question to consider as conservatism and dedifferentiation challenge multicultural education. If dedifferentiation is a recurring feature that impacts teachers and students, then we need a pedagogy that accounts for its significance. This article explores the ways a pedagogy of intertextuality responds to dedifferentiation and extends equity pedagogy for the development of future teachers and leaders.

scholarly journals NILAI-NILAI PENDIDIKAN MULTIKULTURAL DALAM FILM 'ENTRE LES MURS' PENELITIAN ANALISIS ISI

2015 ◽  
Vol 14 (1) ◽  
pp. 71-80
Author(s):  
Amalia Saleh
Keyword(s):  
Qualitative Research ◽  
Multicultural Education ◽  
Conversation Analysis ◽  
Knowledge Construction ◽  
Teaching Method ◽  
Prejudice Reduction ◽  
Construction Process ◽  
Equity Pedagogy ◽  
Content Integration ◽  
School Programs

Abstrak Penelitian ini bertujuan untuk memahami secara komprehensif nilai-nilai pendidikan multikultural dari James Banks dalam film "Entre les Murs". Penelitian kualitatif ini menggunakan analisis percakapan. Analisis dan interpretasi data menunjukkan bahwa: (1) integrasi isi ditunjukkan dalam film melalui diskusi antar guru, bukan dari kurikulum sekolah; (2) proses konstruksi ilmu pengetahuan ditunjukkan dari metode mengajar; (3) pedagogik kesetaraan antar manusia ditunjukkan dari sikap guru yang memberikan kesempatan bagi siswanya untuk meningkatkan rasa kepercayaan diri, memotivasi siswa, dan memberikan ilmu yang sama tanpa memandang etnis; (4) pengurangan prasangka terlihat dari tingkah laku positif seperti interaksi interpersonal dari para siswa yang menunjukkan usaha untuk mengurangi prasangka, walaupun masih ada prasangka negatif yang terlihat; dan (5) pemberdayaan kebudayaan sekolah terlihat dari program sekolah yang memungkinkan adanya keterlibatan seluruh perangkat sekolah seperti kepala sekolah, guru, siswa, dan orangtua siswa. Kata Kunci: Analisis percakapan, film, multikultural, pendidikan multikultural Abstract The objective of this research is to understand comprehensively the values of multicultural education from James Banks on the film "Entre les Murs". This qualitative research uses conversation analysis. The data analysis and interpretation indicates (1) content integration is shown on the film from the discussions between the teacher; (2) knowledge construction process is shown from the teaching method; (3) equity pedagogy is shown from the teachers who provide opportunities for students to boost their confidence, motivate students, and provide the same education regardless of ethnicity; (4) prejudice reduction is shown in interpersonal interactions between students that indicate an effort of prejudice reduction such as helping each other, even though the negative prejudicefrom the teachers and the students are still shown; (5) empowering school culture and social structure is shown from school programs that enable the involvement of all school stakeholders. Keywords: Conversation analysis, multicultural, multicultural education.

scholarly journals Model Pembelajaran Multikultural pada Pesantren Modern sebagai Upaya Mereduksi Paham Radikalisme

2018 ◽  
Vol 7 (2) ◽  
pp. 224-242
Author(s):  
Suhadianto Suhadianto ◽  
Eko April Ariyanto ◽  
Isrida Yul Arifiana
Keyword(s):  
Multicultural Education ◽  
Knowledge Construction ◽  
Boarding School ◽  
Boarding Schools ◽  
Prejudice Reduction ◽  
Educational Institutions ◽  
Construction Process ◽  
Equity Pedagogy ◽  
Content Integration ◽  
The Impact

AbstrakRadikalisme sebagai bagian dari paham fundamentalis telah menjadi ancaman yang nyata bagi kehidupan berbangsa dan bernegara. Aksi-aksi radikalisme semakin massif dilakukan dengan melibatkan generasi muda. Pesantren merupakan lembaga pendidikan tertua memiliki model pembelajaran yang sangat dipercaya oleh masyarakat. Pesantren diharapkan dapat menjadi benteng penangkal paham fundamentalis melalui pembelajaran multikultural yang diterapkan. Penelitian ini bertujuan untuk menganalisa praktek pembelajaran multikultural di pondok pesantren dan dampak pembelajaran multikultural di pondok pesantren. Penelitian ini menggunakan pendekatan kualitatif dengan mengambil fokus penelitian pada pondok pesantren Darussalam, Sengon Kabupaten Jombang. Metode pengambilan data dilakukan dengan menggunakan interview serta observasi terhadap subjek yaitu pemimpin pondok pesantren, ustad serta santri. Validitas hasil penelitian dilakukan melalui triangulasi data. Hasil penelitian menunjukan bahwa pondok pesantren Darusalam Jombang telah menerapkan prinsip pembelajaran multikultural yang meliputi: content integration, The knowledge construction process, Equity Pedagogy, Prejudice reduction. Selain itu dampak pembelajaran tersebut membuat santri mampu memahami perbedaan, toleransi, dan keberagaman sehingga mampu membentengi diri dari paham fundamentalis. Kata kunci: Radikalisme, Pendidikan multikultural Abstract               Radicalism as part of fundamentalism has become a real threat to the life of the nation and state. More massive radicalism actions are carried out by involving the younger generation. Islamic boarding schools are the oldest educational institutions that have a highly trusted learning model. Islamic boarding schools are expected to be a bulwark against the fundamentalist understanding through applied multicultural learning. This study aims to analyze the practice of multicultural learning in Islamic boarding schools and the impact of multicultural learning in Islamic boarding schools. This study uses a qualitative approach by taking the focus of research in Darussalam Islamic Boarding School, Sengon, Jombang Regency. The method of data collection is done by using interviews and observations on the subject, namely the leader of the Islamic boarding school, religious teacher and santri. The validity of the results of the research is done through data triangulation. The results of the study show that the Darusalam Jombang Islamic boarding school has applied the principle of multicultural learning which includes: content integration, the knowledge construction process, Equity Pedagogy, Prejudice reduction. Besides that the impact of the learning made the santri able to understand differences, tolerance and diversity so that they were able to fortify themselves from fundamentalism.Keywords: Radicalism, multicultural education

scholarly journals Book Review: Concept and Praksis multicultural Education (Konsep dan Praksis Pendidikan Multikultural)

2021 ◽  
Author(s):  
Putri Ega Sabira ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
School Culture ◽  
Multicultural Education ◽  
Social Structure ◽  
Knowledge Construction ◽  
Prejudice Reduction ◽  
Construction Process ◽  
Multicultural Society ◽  
Equity Pedagogy ◽  
Content Integration

Multicultural education is a strategic instrument for millennials to build the nation's spirit of nationality, unity, and integrity. The writing of this review aims to inspire various schools in Indonesia in shaping coexistence behavior in a multicultural society. The younger generation needs to get a broad knowledge of the importance of multicultural education to create a personality that reflects the spirit of nationalism and patriotism. This paper discusses multicultural education and its application to the foundation of Sultan Iskandar Muda (YPSIM) in Medan. The goal of implementing multicultural education in schools is students get the same opportunities to achieve their achievements without worrying about discrimination. Writing this review provides benefits to the reader in dealing with various social problems and symptoms due to differences in ethnicity, race, religion, and values in a society. Banks and Johnson said that there are five basic dimensions for transforming the structure of the school, namely (1) content integration, (2) an equity pedagogy, (3) empowering school culture and social structure, (4) prejudice reduction, and (5) a knowledge construction process.

scholarly journals Different Drummers: International Perspectives on Multicultural Education

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Yuankun Yao ◽  
Dawna Lisa Buchanan ◽  
Joyce Chang ◽  
Uzziel Pecina ◽  
Ann Powell-Brown
Keyword(s):  
Social Studies ◽  
Multicultural Education ◽  
Curriculum Reform ◽  
Knowledge Construction ◽  
Prejudice Reduction ◽  
Multicultural Curriculum ◽  
Content Integration ◽  
International Perspectives ◽  
Social Studies Textbooks ◽  
The U.S

This study compares social studies textbooks used in elementary schools of Canada, China, Mexico, Taiwan, and the U.S. in terms of how multicultural education is integrated into the curriculum. Based on Banks’ framework of multicultural curriculum reform, the researchers examined the dimensions of content integration, knowledge construction, and prejudice reduction to assess the level of multicultural education represented in each textbook. The results were interpreted in the cultural, historical, and political contexts of each society.

KURIKULUM 2013 DAN ARAH BARU PENDIDIKAN AGAMA ISLAM

1970 ◽  
Vol 19 (1) ◽  
pp. 60-86
Author(s):  
Lili Hidayati
Keyword(s):  
Human Resources ◽  
Curriculum Change ◽  
Global Market ◽  
Learning Objectives ◽  
Final Evaluation ◽  
Islamic Education ◽  
Young Generation ◽  
Education Curriculum

Tulisan ini ditujukan untuk mengulas fenomena perubahan kurikulum di tahun 2013. Perubahan sebagai suatu keniscayaan tidak dapat dipungkiri juga telah merambah dunia pendidikan sebagai jawaban atas fenomena kehidupan masyarakat yang terus mengalami dinamika. Perubahan diperlukan untuk menyiapkan generasi muda dalam menyongsong Indonesia emas yang sangat membutuhkan sumber daya manusia yang berkualitas dan siap bersaing di pasar global. Dalam pendidikan Islam, perubahan kurikulum ini memberi arah yang menguntungkan di beberapa aspek. Dimulai dari tujuan pembelajaran yang mengintegrasikan tiga domain pembelajaran, proses yang lebih “manusiawi” serta evaluasi sebagai akhir yang mengakomodasi seluruh potensi peserta didik. This paper is intended to review the phenomenon of changes inthe 2013 curriculum. The changes are an undeniable necessity; it also penetrated the education world as an answer to the phenomenon of a dynamics society living. Changes are needed to prepare young generation in facing great Indonesia that needs qualified and ready human resources to compete in the global market. In Islamic education, curriculum change is to give direction favorable in some aspects. It is starting from the learning objectives that integrate the three domains of learning, a process that is more ”humane” as well as a final evaluation that accommodate all potential learners.

Tipologi Kurikulum Pendidikan Agama Islam (PAI) pada Sekolah Islam Terpadu (SIT)

2020 ◽  
Author(s):  
Aji Sofanudin
Keyword(s):  
Islamic Education ◽  
Education Curriculum

Management of education curriculum SIT at Tegal Regency have various model. At least, there are three type of SIT ie SIT who is under management of JSIT as practiced by SMP IT Luqman Al-Hakim (2) SIT as aswaja as practiced by SMP IT Al-Azhar, and (3) SIT as Islamic nasionalist as practiced by SMP IT Bimantara Al-Furqon. All three types of SIT have different on implementation of Islamic education curriculum. SIT JSIT applied combine curriculum; government and JSIT curriculum, SIT Aswaja applied government and pesantren curriculum, and SIT as Islamic nasionalist applied their curriculum.

TAHAPAN-TAHAPAN DALAM MANAJEMEN KURIKULUM PADA LEMBAGA PENDIDIKAN ISLAM

Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 63-71
Author(s):  
Arfandi Arfandi ◽  
Munif Shaleh
Keyword(s):  
Curriculum Development ◽  
Curriculum Implementation ◽  
Curriculum Evaluation ◽  
Management Science ◽  
Curriculum Planning ◽  
Islamic Education ◽  
Curriculum Management ◽  
Education Curriculum ◽  
Science Approach ◽  
Three Stages

The preparation and development of the curriculum can not be done recklessly. In Islam, education has the characteristics different from education in general, for example Islamic education emphasizes akhlak, combines science and charity, and so forth. T management science approach is required in the preparation or development of the curriculum, so that the Islamic education curriculum development reflects the characteristics of the school. There are three stages in curriculum development: curriculum planning, curriculum implementation, and curriculum evaluation. This paper contains an explanation of these three stages in relation to the principles, fundamentals and approaches in curriculum development. The concept of management is integrated with the concept of curriculum development in an integral way, so the two concepts become a single concept of curriculum management in Islamic education.

PENDIDIKAN BERMASYARAKAT MODEL NABI MUHAMMAD SEBAGAI SOLUSI ALTERNATIF KEHIDUPAN BERMASYARAKAT DI INDONESIA

2020 ◽  
Vol 5 (1) ◽  
pp. 136-149
Author(s):  
Gunawan Efendi
Keyword(s):  
Social Life ◽  
Community Education ◽  
Islamic Education ◽  
Curriculum Materials ◽  
Education Curriculum ◽  
Education Model ◽  
Alternative Solutions

The model of community education in the form of the prophet Muhammad is community education modeled on the ways of education carried out by the prophet Muhammad SAW. Among the models of the prophet Muhammad SAW education. namely the development of Islamic education, curriculum, materials, methods, institutions, guidance during the time of the Prophet Muhammad SAW. Alternative solutions for social life in Indonesia include Indonesian education that must be designed in such a way as to enable students to develop their potential naturally and creatively in an atmosphere of freedom, togetherness, and responsibility. In addition, education must produce graduates who can understand their community with all the factors that can support success or obstacles that cause failure in social life. One alternative that can be done is to develop an education model of the Prophet Muhammad SAW.

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