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All Journal Journal of Contemporary Islamic Education Bustanul Ulum Journal of Islamic Education Jurnal At-Tarbiyat : Jurnal Pendidikan Islam
M. Jamhuri
Universitas Yudharta Pasuruan, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Ritual Mandi Suci di Candi Jolotundo: Integrasi Nilai Pendidikan Islam dan Multikultural Achmad Firdaus; Askhabul Kirom; M. Jamhuri
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.577

Abstract

This research explores the values of Islamic education and multicultural Islamic education embedded in the sacred life-water bathing ritual at Jolotundo Temple, East Java. This field research employed a qualitative method with a phenomenological approach to examine the subjective experiences of individuals involved in the ritual. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed inductively through phenomenological stages and thematic categorization. The findings reveal that the ritual consists of four stages: intention (niyyah), prayer, the bathing process, and final contemplation, symbolizing physical and spiritual purification in line with the concept of tazkiyatun nafs in Islamic education. Referring to James A. Banks’ theory, the ritual reflects five dimensions of multicultural education. Involving participants from diverse religious and cultural backgrounds, the ritual functions as a socio-spiritual learning medium that internalizes tolerance, justice, equality, and acceptance in a pluralistic society. Theoretically, this study expands multicultural Islamic education discourse beyond formal institutions, while practically it may support religious moderation and culture-based Islamic education in multicultural society.
Implementation of Inclusive Character Education in Fostering Students' Tolerance Dewi Luthfiyah; M. Jamhuri; M. Anang Sholikhuddin
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7809

Abstract

The internalization of tolerance values in Islamic education has not yet been optimally implemented, as it remains predominantly focused on cognitive understanding rather than being reflected in students’ actual behavior. Furthermore, the increasing diversity of students’ social and cultural backgrounds requires an inclusive, contextual, and transformative educational approach to cultivate tolerance and foster a harmonious learning environment. This study aims to analyze the implementation of inclusive character education in fostering students’ tolerant attitudes at MTs Favorit Darut Taqwa Mojokerto within the context of Islamic education. A qualitative approach with a case study design was employed. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the implementation of inclusive character education creates an open, participatory, and non-discriminatory learning environment that encourages positive social interaction among students from diverse backgrounds. Collaborative learning strategies, including group discussions and heterogeneous group formation, effectively promote empathy, respect for differences, cooperation, and mutual understanding among students. The findings further indicate that tolerance is more effectively internalized through sustained social interaction and habituation than through formal classroom instruction alone. This study concludes that inclusive character education plays a strategic role in strengthening students’ social character and cultivating a tolerant, inclusive, and harmonious educational environment.
Integrating ICT into Islamic Religious Education to Internalize Multicultural Values in Pesantren-Based Vocational Schools Mukhamad Masyhuri; M. Jamhuri; M. Anang Sholikhudin
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7970

Abstract

The rapid advancement of information and communication technology (ICT) has transformed students' learning environments, yet the internalization of multicultural values in Islamic Religious Education (IRE) remains insufficiently integrated into technology-supported learning. IRE instruction often emphasizes cognitive achievement, while values such as tolerance, equality, mutual respect, and social responsibility receive less attention in digital learning practices. This study aims to analyze the integration of ICT into Islamic Religious Education for the internalization of multicultural values as an effort to strengthen students' character at SMK Pesantren Terpadu Dlanggu Mojokerto. A qualitative approach with a descriptive case study design was employed. Data were collected through classroom observations, semi-structured interviews, and documentation involving the principal, vice principal for curriculum, Islamic Religious Education teachers, and students. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing, while trustworthiness was ensured through source triangulation, technique triangulation, member checking, and prolonged engagement. The findings reveal that multicultural values were internalized through three interconnected stages: value transformation, value transaction, and value transinternalization. ICT integration enabled teachers to present multicultural values through digital presentations, videos, images, and contextual learning resources, while reflective dialogue and collaborative learning encouraged students to translate Islamic values into everyday social practices. The study demonstrates that ICT functions not only as an instructional medium but also as a pedagogical instrument for character formation, contributing to the development of multicultural Islamic education in pesantren-based vocational schools.
Internalizing Multicultural Islamic Values through the Tahfidz Al-Qur'an Program: A Model of Character Formation in an Indonesian Islamic Boarding School Muhammad Rizqi Adhimah; Askhabul Kirom; M. Jamhuri
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Dynamics and Transformation of Islamic Education
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i2.524

Abstract

This study investigates how multicultural Islamic values are internalized through the tahfidz al-Qur'an program and how this process contributes to the character formation of female students at Al-Ishlahiyyah Islamic Boarding School. Although previous studies have shown that pesantren promote multicultural values through habituation and moral education, limited research has explained the educational mechanisms through which these values become embedded in students' everyday behaviour within tahfidz programs. This study employed a qualitative case study approach using observations, semi-structured interviews, and document analysis. Data were analysed through thematic analysis to identify patterns of value internalization and character formation. The findings reveal that multicultural Islamic values including tolerance, justice, equality, democracy, and religious humanism are internalized through an integrated educational process consisting of daily Qur'anic memorization, muroja'ah, teacher role modelling, and communal pesantren life. Rather than functioning as separate instructional strategies, these educational practices collectively create a process of religious habituation that transforms multicultural values into students' individual and social character. The study further demonstrates that the tahfidz al-Qur'an program operates as an integrated educational ecosystem, connecting religious learning, multicultural value internalization, and inclusive character formation. This conceptual perspective extends existing discussions on multicultural Islamic education by explaining how multicultural values are translated into lived educational experiences within the unique socio-religious context of pesantren.
Ritual Mandi Suci di Candi Jolotundo: Integrasi Nilai Pendidikan Islam dan Multikultural Achmad Firdaus; Askhabul Kirom; M. Jamhuri
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.577

Abstract

This research explores the values of Islamic education and multicultural Islamic education embedded in the sacred life-water bathing ritual at Jolotundo Temple, East Java. This field research employed a qualitative method with a phenomenological approach to examine the subjective experiences of individuals involved in the ritual. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed inductively through phenomenological stages and thematic categorization. The findings reveal that the ritual consists of four stages: intention (niyyah), prayer, the bathing process, and final contemplation, symbolizing physical and spiritual purification in line with the concept of tazkiyatun nafs in Islamic education. Referring to James A. Banks’ theory, the ritual reflects five dimensions of multicultural education. Involving participants from diverse religious and cultural backgrounds, the ritual functions as a socio-spiritual learning medium that internalizes tolerance, justice, equality, and acceptance in a pluralistic society. Theoretically, this study expands multicultural Islamic education discourse beyond formal institutions, while practically it may support religious moderation and culture-based Islamic education in multicultural society.
Co-Authors Achmad Firdaus Dewi Luthfiyah M. Anang Sholikhuddin M. Anang Sholikhudin Muhammad Rizqi Adhimah Mukhamad Masyhuri