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All Journal Al-Mau'izhoh: Jurnal Pendidikan Agama Islam MANAGIERE: Journal of Islamic Educational Management QAYID: Jurnal Pendidikan Islam
Resti Yulastri
Institute Agama Islam Dar Aswaja Rokan Hilir
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peran Pendidikan Multikultural Dalam Mengatasi Konflik Berbasis Sara di Indonesia Resti Yulastri; Ananda Solikhatunnisa; Cindy Zamer Liya Putri; Nurwan Azlin
QAYID : Jurnal Pendidikan Islam Vol. 2 No. 1 (2026): 2026
Publisher : PT. Hassan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qd.v2i1.834

Abstract

Penelitian ini bertujuan untuk mengkaji konsep pendidikan multikultural, dinamika dan penyebab konflik berbasis SARA di Indonesia, serta peran pendidikan multikultural dalam mengatasi konflik tersebut. Indonesia sebagai negara multikultural memiliki tingkat keberagaman yang tinggi, yang di satu sisi menjadi kekayaan bangsa, namun di sisi lain berpotensi menimbulkan konflik sosial apabila tidak dikelola dengan baik. Metode yang digunakan dalam penelitian ini adalah studi kepustakaan (library research) dengan menganalisis berbagai sumber ilmiah yang relevan. Hasil kajian menunjukkan bahwa konflik berbasis SARA dipengaruhi oleh berbagai faktor, seperti perbedaan budaya, ketimpangan sosial ekonomi, politisasi identitas, serta penyebaran hoaks di era digital. Pendidikan multikultural berperan penting dalam menanamkan nilai toleransi, mengurangi prasangka dan diskriminasi, serta membangun keterampilan penyelesaian konflik secara damai. Dengan demikian, pendidikan multikultural menjadi salah satu solusi strategis dalam menciptakan masyarakat yang harmonis, inklusif, dan berkeadilan di tengah keberagaman.
Merawat Keberagaman Melalui Pendidikan Multikultural di Tengah Dinamika Sosial Peserta Didik Resti Yulastri; Alzahra Fita Salsabella; Hana Mufidah; Ira Mutia Agustina; Nadia Nabila
Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Vol. 8 No. 1 (2026): Edisi Juni 2026 in Press
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/am.v8i1.18268

Abstract

This study aims to explore the role of multicultural education in promoting diversity among students within the school social environment and to examine strategies for strengthening tolerance and religious moderation in educational settings. The research employed a qualitative approach based on library research. Data were collected from various academic sources, including scholarly books, journal articles, and previous studies relevant to multicultural education, religious moderation, and school social dynamics. The analysis was conducted through several stages, including identifying, evaluating, and analyzing relevant literature, followed by data interpretation and synthesis. The findings indicate that multicultural education plays a crucial role in fostering tolerant, inclusive, and respectful attitudes among students from diverse cultural, religious, and social backgrounds. The integration of multicultural values through classroom instruction, school culture, teacher role modeling, and extracurricular activities contributes to the creation of a harmonious and inclusive learning environment. Furthermore, the incorporation of religious moderation values in education helps students avoid intolerance, discrimination, and radicalism while promoting social solidarity and empathy. The study suggests that schools should consistently integrate multicultural and religious moderation values into their educational practices to support the development of a more inclusive and cohesive society.
Toward an Islamic Multicultural Educational Management Paradigm: Developing Humanistic Character in Generation Z Resti Yulastri; Dinda Auliya Safitri; Halawatul Fitri; Ririn Isnadia
MANAGIERE: Journal of Islamic Educational Management Vol. 5 No. 2 (2026): MANAGIERE: Journal of Islamic Education Management
Publisher : Published by the Postgraduate Program in Islamic Education Management, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/managiere.v5i2.2653

Abstract

This study aims to examine the role of multicultural education in developing the humanistic character of Generation Z and to formulate an Islamic Multicultural Educational Management Paradigm that integrates multicultural values with Islamic educational principles. The study addresses contemporary social challenges, including intolerance, discrimination, digital hate speech, declining empathy, and social polarization among young people in increasingly diverse and digitally connected societies. This study employed a library research approach using an integrative literature review design. Data were collected from scholarly books, peer-reviewed journal articles, policy reports, and other relevant academic sources on multicultural education, Islamic educational management, character education, and Generation Z. The data were analyzed using descriptive-analytical and thematic synthesis techniques to identify conceptual relationships and develop a comprehensive theoretical framework. Multicultural education significantly contributes to the development of tolerance (tasamuh), empathy, democratic attitudes, social responsibility, mutual respect, and appreciation for human dignity. Furthermore, the study demonstrates that these values are closely aligned with Islamic principles, particularly ukhuwah basyariyah (human brotherhood), ta'aruf (mutual understanding), and rahmatan lil ‘alamin (universal compassion). The findings also indicate that multicultural education should not be limited to classroom instruction but should be institutionalized through leadership, organizational culture, governance, and educational management practices. This study introduces an Islamic Multicultural Educational Management Paradigm that positions multicultural education as a governance and institutional transformation framework rather than merely a pedagogical approach. The study advances Islamic Educational Management by providing a conceptual model that integrates multicultural educational principles, Islamic epistemological values, and humanistic character development. This framework offers theoretical and practical guidance for educational institutions seeking to foster socially responsible, inclusive, and ethically grounded Generation Z learners in the digital era.
Co-Authors Alzahra Fita Salsabella Ananda Solikhatunnisa Cindy Zamer Liya Putri Dinda Auliya Safitri Halawatul Fitri Hana Mufidah Ira Mutia Agustina Nadia Nabila Nurwan Azlin Ririn Isnadia