scholarly journals Pendidikan Multikultural dalam Desain Kurikulum dan Pembelajaran Keagamaan Islam

2017 ◽  
Vol 21 (1) ◽  
pp. 79
Author(s):  
Abdurrahmansyah Abdurrahmansyah
Keyword(s):  
Multicultural Education ◽  
Curriculum Design ◽  
School Environment ◽  
Islamic Education ◽  
Educational Institutions ◽  
Collective Agreement ◽  
Effective Implementation ◽  
Religious Learning ◽  
Unity In Diversity ◽  
Educational Paradigm

Multicultural Education In Curriculum Design and Islamic Religious Learning. Multicultural education is a contemporary educational paradigm that needs to be responded by Islamic educational institutions. As a religion, Islam has a very strong root of multicultural education. In the context of Indonesia, the concept of Bhinneka Tunggal Ika is a collective agreement on the values of universal unity in diversity living with the values of rahmatan lil ‘alamin that need to be developed through practices and traditions of Islamic education in Indonesia. Integrative design of curriculum and learning becomes one of the important alternatives considered as an effort to instill multicultural values through the school system. The open attitude of the teachers, the availability of teaching materials, the supportive school environment, and the pattern of teacher training with multicultural insight become the supporting factors of effective implementation of multicultural education in schools and madrasah.

scholarly journals INKLUSIVISME GURU PENDIDIKAN AGAMA ISLAM (Studi atas Pandangan Guru PAI tentang Konsep Tasamuh di SMK NU Lamongan, Mts Putra Putri Lamongan, SD NU Banat-Banin Lamongan)

KUTTAB ◽  
2019 ◽  
Vol 3 (2) ◽  
Author(s):  
A. Samsul Ma'arif
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Educational Institution ◽  
Social Groups ◽  
Phenomenological Approach ◽  
Educational Process ◽  
Islamic Education ◽  
Educational Institutions ◽  
Teacher's Perspective

Educational institutions in which there is an educational process, have a function not only in the aspect of developing science, but also have a mission to improve the quality of personality through good character. In this position, the teacher has a role in instilling inclusive values (tasamuh) in the learning process that can be applied in everyday life as well as the process in developing the potential of their students. Each educational institution or each teacher will have different tasamuh values in each habituation or teaching. Get used to communicating with others using the language of unity, namely Indonesian, helping each other, not blaming others, especially fellow Muslims, especially other religions, and respecting different principles and respecting others. This study focuses on the views of Islamic Education teachers about the concept of tasamuh and the actualization of the tasamuh attitude of Islamic Education teachers in the learning process at SMK NU Lamongan, MTs Putra Putri Lamongan, SD NU Banat-Banin Lamongan. This study uses a qualitative research method with a phenomenological approach. This study shows that teachers play a role in developing tolerant attitudes to students in the school environment, social groups and even the community, through habituation and learning Islamic Education. The teacher's perspective on inclusive attitudes also plays a role in shaping the personality of students to be more open and respect all differences.

scholarly journals Kepemimpinan Pendidikan Islam Multikultural

2019 ◽  
Vol 13 (2) ◽  
pp. 70
Author(s):  
Ahmad Khozin
Keyword(s):  
Multicultural Education ◽  
Cultural Values ◽  
Social Economic ◽  
Core Values ◽  
Islamic Education ◽  
Educational Institutions ◽  
Educational Strategies ◽  
The Core ◽  
The Social ◽  
Special Strategy

AbstrakBanyaknya konflik maupun ungkapan-ungkapan rasis yang sering terjadi di Indonesia merupakan bukti bahwa dalam lingkaran sosial bangsa Indonesia masih kokoh semangat narsistik-egosentrisnya dan betapa rapuhnya konstruksi kebangsaan berbasis multikulturalisme di Indonesia. Sehingga tidak heran kalau belakangan ini rasa kebersamaan sudah tidak nampak lagi dan nilai-nilai kebudayaan yang dibangun menjadi terberangus.Maka, untuk mengatasi problematika tersebut diperlukan strategi khusus untuk memecahkan persoalan tersebut melalui berbagai bidang; sosial, ekonomi, budaya, dan pendidikan. Berkaitan dengan hal ini, maka pendidikan multikultural menawarkan satu alternatif melalui penerapan strategi dan konsep pendidikan yang berbasis pada pemanfaatan keragaman yang ada di masyarakat, khususnya yang ada pada siswa.Oleh karena itu, diperlukan kepemimpinan yang tepat dan mampu menanamkan nilai-nilai inti dari pendidikan multikultural dalam lembaga pendidikan. Pada gilirannya, out-put yang dihasilkan dari sekolah tidak hanya cakap sesuai dengan disiplin ilmu yang ditekuninya, tetapi juga mampu menerapkan nilai-nilai keberagamaan dalam memahami dan menghargai keberadaan para pemeluk agama dan kepercayaan lain.Kata kunci:  Multikultural; Kepemimpinan Pendidikan Islam. AbstractThe many conflicts and racist expressions that often occur in Indonesia are evidence that in the social circle of the Indonesian nation there is still a narcissistic-egocentric spirit and how fragile multiculturalism-based national construction in Indonesia is. So it is not surprising that lately a sense of togetherness is no longer visible and cultural values are being blazed.So, to overcome these problems a special strategy is needed to solve these problems through various fields; social, economic, cultural and educational. In this regard, multicultural education offers an alternative through the application of educational strategies and concepts based on the use of diversity in society, especially those of students.Therefore, appropriate leadership is needed and is able to instill the core values of multicultural education in educational institutions. In turn, outputs generated from schools are not only competent in accordance with the discipline they occupy, but are also able to apply religious values in understanding and valuing the existence of followers of other religions and beliefsKeywords:  Multicultural, Islamic Education Leadership.

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

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.

STRATEGI DAN METODE PENDIDIKAN KARAKTER

2017 ◽  
Vol 6 (1) ◽  
pp. 125-143
Author(s):  
Surotul Yasin
Keyword(s):  
Character Education ◽  
School Environment ◽  
Skill Development ◽  
Educational Environment ◽  
Educational Institutions ◽  
Alternative Strategies ◽  
Effective Implementation ◽  
The Right ◽  
And Behavior ◽  
Affective Domains

It is appropriate that the implementation of education in the school and madrasah aims to develop all potential learners in both the cognitive, psychomotor and affective domains. Cognitive is the intelligence of thinking, is expected to follow the existing programs in educational institutions learners have the ability to think better. Psychomotor is a skill development field, it is through this education that learners are expected to have skills in a particular field. Affective is the development of the attitude of learners in a better direction. With learners are in the educational environment is certainly expected to have a superior attitude and behavior. The development of the affective sphere that the current era we often hear with the term pendididkan character, is still very interesting to continue reviewed. In relation to finding the right strategies and methods to be implemented both at school and madrasah. Strategy and method is very important in the implementation of education. If possible say these strategies and methods is the key to the effective implementation of education. This paper offers alternative strategies and methods that can be used in the organization of character education. With the strategies and methods offered this character education is expected in the school environment maupu madrasah can be well organized and able to print a generation of character.

scholarly journals MULTICULTURAL EDUCATION IN MADRASAH DINIYAH AS PREVENTION OF RELIGIOUS CONSERVATISM

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Ulil Hidayah ◽  
Benny Prasetiya
Keyword(s):  
Multicultural Education ◽  
School Environment ◽  
Education Institution ◽  
Boarding School ◽  
Islamic Education ◽  
Religious Conservatism ◽  
Religious Perspectives ◽  
Muslim Intellectuals ◽  
Agent Of Change ◽  
Basic Level

<p>This article is written to give an overview of the conceptual view of Multicultural Education in Madrasah Diniyah (Islamic Primary School) as a Prevention of Religious Conservatism. This paradigm is based on issue anxiety which often assumes that Islamic education as an agent of change has not revealed its function to change moderate and tolerant religious perspectives. The model offered is planting the values of multicultural education in theMadrasah Diniyah. The existence of Madrasah Diniyah as a non-formal Islamic education institution, both those in the boarding school environment and those that stand independently, has played a large role in engendering to Muslim intellectuals through education and teaching that have given starting from the basic level to the upper levels of religious understanding.</p>

scholarly journals The Multicultural Islamic Education Development Strategy on Educational Institutions

JURNAL IQRA ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 158-170
Author(s):  
Hifza Hifza ◽  
Antoni Antoni ◽  
Abdul Wahab Syakhrani ◽  
Zainap Hartati
Keyword(s):  
Multicultural Education ◽  
Development Strategy ◽  
Educational Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Education Development ◽  
Study Program ◽  
The Development Strategy ◽  
Quantitative Development ◽  
Education Innovation

The aim of this study was to analyse the strategies for the development of multicultural Islamic education in Islamic educational institutions. It used literature studies based on a qualitative approach. The study showed that: the first the foundation of multicultural Islamic Education Development consists of religious, historical, psychological, sosio-kultural and geographic foundations. Second, the Multicultural Islamic Education development strategy on Islamic educational institutions can be pursued through two approaches, namely quantitative and qualitative. Quantitative development strategy was with the socialization and internalization program through scientific activities, multicultural education innovation programs, and build a culture that accommodates the spirit and multicultural values in the environment of Islamic institutions. While the development strategy qualitative was the intensive study program of the Qur'an and Sunnah, curriculum revision programs, education and training programs for educators, and local wisdom programs.  Keywords: Development Strategy, Multicultural Islamic Education, Strategy Educational Institution

scholarly journals MANAGING THE PROCESS OF ADAPTATION TO THE SCHOOL ENVIRONMENT IN THE CONTEXT OF A MODERN EDUCATIONAL SYSTEM

2020 ◽  
Vol 1 ◽  
pp. 244-250
Author(s):  
Venelin Terziev
Keyword(s):  
Educational System ◽  
School Environment ◽  
Institutional Framework ◽  
Educational Institutions ◽  
Early Age ◽  
Human Adaptation ◽  
Modern Life ◽  
Effective Implementation ◽  
Secondary Stage ◽  
Institutional System

The present publication examines the possibilities for more effective implementation of the existing models of the Bulgarian educational system through more active coordination. Emphasis is placed on the need for reform of the institutional framework, the realization of which is possible through the involvement of independent, competent and prepared individuals in the preschool, elementary and lower secondary stage of the educational institutions. Without these specialists, an institutional system would not be able by itself to guarantee the required efficiency. A set of measures has been proposed in this respect to ensure the implementation of the necessary change. The problem of human adaptation to the rapidly changing conditions of modern life is particularly important for modern children who from an early age are raised under conditions of frequent adaptation and re-adaptation to new environments. Each period of transition to a new environment is associated with stress and number of difficulties for the child.

scholarly journals The Roles of Islamic Educational Institutions in Religious Moderation

2021 ◽  
Vol 6 (1) ◽  
pp. 25
Author(s):  
Muhammad Idris ◽  
Alven Putra
Keyword(s):  
School Environment ◽  
Skin Color ◽  
Learning Processes ◽  
Islamic Education ◽  
Educational Institutions ◽  
Educational Goals ◽  
Research Approach ◽  
Library Research ◽  
Descriptive Method

Indonesia is a country which is rich in differences in ethnicity, race, skin color, and religion. Islamic education institutions, as part of many other institutions, must show their existence in dealing with differences through fostering religious moderation among students. This study aims at revealing the participation of Islamic education institutions in religious moderation and what Islamic educational institutions do to build religious moderation in Indonesia. This study uses a descriptive method with a library research approach. In so doing, this study is conducted by reading various references related to the discussed issues. The findings uncover that Islamic educational institutions have several roles in terms of religious moderation, namely: first, educational institutions have a role in formulating or revising educational goals; second, educational institutions have a role in providing guidance through educators; third, educational institutions have a role in synergizing religious moderation with materials/curriculum and learning processes; and fourth, educational institutions have a role in making students familiar with the applications of religious moderation through the school environment. The things that Islamic education institutions can do towards religious moderation are: first, formulating educational goals based on religious moderation; second, direct coaching through teachers; third, the integration of religious moderation in materials/curriculum in learning subjects; and fourth, synergizing all school members in habituating religious moderation behavior

scholarly journals Internalization of Multicultural-Based Islamic Education: Sunni-Shia Synergy in Banjaran Bangsri Village, Jepara

2021 ◽  
Vol 16 (1) ◽  
pp. 37
Author(s):  
Ahmad Saefudin ◽  
Abdul Munip ◽  
Khoirotul Laila Ulfa
Keyword(s):  
Multicultural Education ◽  
Sociology Of Education ◽  
Islamic Education ◽  
Educational Institutions ◽  
Pluralistic Society ◽  
The Social ◽  
Religious Sects ◽  
Depth Interviews ◽  
Participatory Observation

This research aims to reveal the role of Sunni-Shia Islamic educational institutions in building multiculturalism in a pluralistic society. So far, the Sunni-Shia relationship has been depicted in a conflictual scheme. The research method was qualitative from the sociology of education perspective. Through in-depth interviews, participatory observation and documentation techniques, this study showed that the atmosphere of peace between Sunni-Shia in Banjaran is reflected in the social works of humanity, organizations and Islamic educational institutions. Multicultural education cannot be separated from the role of formal and non-formal Islamic education institutions such as TPQ Al-Husainiah (Shia), TPQ Ma'arif 17 KH. Muhammad Arif (Sunni) and MI Mabadil Huda (Sunni). The kinship also has a contribution to maintaining Sunni-Shia harmony in Banjaran. Theoretically, this research contributes to the development of multicultural Islamic education models in rural. Practically, it is beneficial for Islamic education institutions in building awareness of multiculturalism and tolerance between religious sects.

Meunasah : Lembaga Pendidikan Islam Tradisional Aceh

At-Tafkir ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 173-186
Author(s):  
Muslim Hasballah
Keyword(s):  
Educational Institution ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Literature Study

Meunasah is one of the basic levels of traditional Islamic educational institutions in Aceh. Which to date continues to be vehement with recitation and other civic activities. aims to find out the origins and the development of meunasah as a basic traditional Islamic educational institution in Aceh. This research applied a literature study by collecting various references. The results showed that meunasah had existed since the formation of the Islamic community in Aceh. The development of meunasah as a traditional Aceh Islamic education institution was only discovered during the period of Sultan Iskandar Muda (1607-1636).

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