Teaching Material Development of Islamic Education in Multicultural Perspective at Smk Negeri 4 Manado

This study aims to describe the level of validity, practicality and effectiveness of Islamic Education teaching materials in a multicultural perspective. The procedure for developing teaching materials is conducted by adapting Research and Development (R&D) using the Four-D model. The research subjects were Islamic education teachers and 30 students of class XI. Data collection was conducted using interview techniques, questionnaires, and the feasibility assessment sheet, practicality, and effectiveness of the product. The results showed that the teaching material products in the form of books for students as companion books on Islamic Education subjects were in the very valid category. The results of expert tests on Islamic Education teaching material products showed very valid criteria assessment. While the learning tools which include: learning implementation plans, teacher and student observation sheets and learning outcome assessment instruments are in the very valid category. The teaching material products developed meet practical criteria based on the target user test, namely educators on the ability of educators to manage the learning process with a fully implemented category as well as educators' responses to teaching material products are very positive. Teaching material products are effective because of a positive response from students and an increase in learning outcomes after using these teaching material products.

Arabic Language Learning with Multicultural Perspective at State Islamic Universities in East Java

This study aimed at describing the model and implementation of Arabic language learning at State Islamic Universities (PTKINs) in East Java viewed from a multicultural perspective. This study is essential, considering the diversity of ethnicities and cultures in Indonesia, so unity in learning is needed. This qualitative study described the phenomenon and extracted data obtained from interviews with program managers and lecturers, as well as pre-pandemic observation and documentation of the learning implementation. The results showed that PTKINs in East Java implement an intensive program to equip students to master Arabic with adequate Arabic graduation standards. Its implementation is carried out both in the classroom through learning programs and outside the classroom activities to provide motivation and improve learning outcomes through structured activities.

Information Sharing on Social Media by Multicultural Individuals

Drawing upon social cognitive & social network theories, this study examines individual-level and network-level factors which potentially affect multicultural individuals’ information sharing behavior via social media. The data has been collected from the foreigners (multicultural individuals) who visited visa centers in three different cities in China. The proposed model tests a combined effect of past sharing experience (PE), trust (TR), perceived benefit (PB), perceived richness (RI), & information sharing attitude (ATT), on information sharing behavior (Beh). The data has been analyzed through Structural Equation Modeling (SEM). The results illustrate PE, TR and PB positively affects ATT which further influences Beh. Since scant studies focus on information sharing behavior of multicultural individuals – this research contributes to the IS literature, particularly to the information sharing via social media in a multicultural perspective. The results are likely to be useful guidance for practitioners and scholars intending to evaluate social media information sharing behavior.

Information Sharing on Social Media by Multicultural Individuals

Drawing upon social cognitive & social network theories, this study examines individual-level and network-level factors which potentially affect multicultural individuals’ information sharing behavior via social media. The data has been collected from the foreigners (multicultural individuals) who visited visa centers in three different cities in China. The proposed model tests a combined effect of past sharing experience (PE), trust (TR), perceived benefit (PB), perceived richness (RI), & information sharing attitude (ATT), on information sharing behavior (Beh). The data has been analyzed through Structural Equation Modeling (SEM). The results illustrate PE, TR and PB positively affects ATT which further influences Beh. Since scant studies focus on information sharing behavior of multicultural individuals – this research contributes to the IS literature, particularly to the information sharing via social media in a multicultural perspective. The results are likely to be useful guidance for practitioners and scholars intending to evaluate social media information sharing behavior.

The Islamic Theology with A Multicultural Perspective as the Basis for Religious Learning in Yogyakarta State Elementary Schools

This study aims to describe the multicultural Islamic religious learning found in several state schools in the special region of Yogyakarta. The problem in this study is how a Muslim teacher teaches Islam where students consist of various religions and traditions. The method used to obtain data in this study is interviews, document, and observation. In addition, it is also seen from the textbooks used by Islamic religious teachers in learning. From the results of this study, it can be obtained data that the learning of Islamic religious education in Yogyakarta public schools contains and has multicultural nuances. This can be seen from the aspects of learning methods in the classroom, teacher, and student relations, and how to organize classes. At the end of the article, there are also teaching materials that are conveyed in learning such as, Qur'an, the history of Islamic culture, Islamic law, and morals. Each of these subjects is taught with the faith of a Muslim but with a multicultural perspective.

Complicating College-Transition Stories: Strengths and Challenges of Approaches to Diversity in Wise-Story Interventions

In response to the growing numbers of minoritized students (e.g., low-income, first-generation, students of color) transitioning into U.S. systems of higher education, researchers have developed transition-assistance strategies, such as psychologically wise-story interventions. Through a rigorous, theory-driven approach, wise-story interventions use stories to encourage students to develop adaptive meanings about college-transition challenges, subsequently allowing students to persist. Yet there is one critical distinction between existing wise-story interventions. Well-known examples endorse a color-evasive message that all students, regardless of their demographic backgrounds, share similar struggles when adjusting to college. One variation in wise-story interventions ties transition struggles explicitly to students’ identities, adopting more of a multicultural perspective. Drawing from diversity frameworks, we offer in this article a comparative analysis of these variations; we outline under what conditions, for whom, and through which processes these varying approaches to identity affect student outcomes. In this discussion, we reflect on both the strengths and challenges of wise-story interventions and offer considerations for extending these approaches. Specifically, we ask whether integrating critical perspectives into wise-story interventions better addresses the experiences of minoritized students as they navigate institutions historically built for dominant groups.

Multicultural Education through Constructivist Learning Strategies

The Madrasa as Islamic educational institutions has a crucial role in promoting multicultural education values ​​so that students avoid prejudice, suspicion, and intolerance. The Akidah Akhlak Teachers at MI Masalikil Huda 2 have a unique way to promote these values, namely through constructivism-based learning strategies. With a qualitative approach relying on the interview, observation, and documentation techniques, the researchers try to answer two important questions; how the teacher's strategy in introducing students to the values ​​of multicultural education and what approaches they use in the learning process in the classroom. Finally, this research concludes that teachers instill the values ​​of democracy, tolerance, equality or equality, brotherhood or kinship, and the value of unity in learning Akidah Akhlak. There are four constructivism strategies in the delivery of multicultural education, namely cooperative learning, conceptual achievement, exemplary, habituation, and role-playing. They also rely on historical approaches, gender perspective approaches, and aesthetic approaches. Thus, the claim that the madrasa is inconsistent in delivering Islamic religious material with a multicultural perspective is refuted by the findings of this research. Keywords: Multicultural Education, Constructivism Learning Strategies, Cooperative Learning.

Meneroka Pengaruh Komunikasi Kepemimpinan terhadap Kepuasan Kerja dalam kalangan Kakitangan di Institusi Pengajian Tinggi Swasta Malaysia

This exploratory study investigates the influence of leadership communication on staff members’ job satisfaction at a private institution of higher learning in Malaysia, in a multicultural setting. The turnover rate among academics in Malaysia is increasing extensively and leadership communication was identified as one of the factors that contribute to poor job satisfaction at the workplace. Good leadership communication is able to create trust and understanding that would inspire people towards the goals of the organization and improve job satisfaction of an organization’s staff members. Theoretically, transformational leadership theory discusses that a leader with effective leadership communication skills could contribute to a positive working culture or environment that motivates staff members to progress in their career. However, it was found that leadership communication between leaders and subordinates was not fully explored in a multicultural perspective. A qualitative methodology was utilized in order to gain insights into the influence of leadership communication on job satisfaction from selected academics’ perspectives. Data were collected through a series of intensive interviews with 22 informants. Based on the findings, three themes emerged; leadership communication practices, the expectation towards leadership communication, and staff members’ feedback towards leadership communication. The findings of this study contribute to a new dimension of leadership communication from a multi-cultural context, specifically from the context of academicians at higher learning institutes. Furthermore, it was discovered that leadership communication affected job satisfaction among academic staffs. A good leadership communication is able to create a positive environment for effective communication among staff members in the organization. Keywords: Superior-subordinate, leadership communication, organisation, transformational leadership communication, job satisfaction.