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All Journal An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya Dan Sosial Religi: Jurnal Studi Agama-agama Jurnal Nasional Komputasi dan Teknologi Informasi Dialogia: Jurnal Studi Islam dan Sosial Literasi : Jurnal Ilmu Pendidikan Riwayah : Jurnal Studi Hadis ANWARUL: Jurnal Pendidikan dan Dakwah ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Elementary Education and Teaching Innovation Al'Adalah
izzah, lathifatul
Universitas Alma Ata
Religion Aerospace Engineering Arts Humanities Automotive Engineering Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Environmental Science Neuroscience Physics Public Health Social Sciences Transportation Other

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Tradisi Kenduri Perspektif Pendidikan Islam Multikultural Izzah, Lathifatul; Ismail, Moh; Bakri, Maskuri
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 9 No. 1 (2022): July
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/annuha.v9i1.466

Abstract

This paper aims to interpret the kenduri tradition from the point of view of multicultural Islamic education. By focusing on three issues cover values, the internalization process, and the implications of internalizing the values of multicultural Islamic education. In this case the type of research used is qualitative with an ethnographic approach. The results show that the values ​​of multicultural Islamic education in kenduri can be classified into three groups, divine values, religious values, and social values. These values ​​can be internalized through awareness, knowledge transformation, skill development, habituation, inculcation of values, and finally habit or istiqoamah. This process is a stage of Islamic education that must be passed step by step to produce a complete person (kaffah). In the kenduri tradition, the internalization of the values ​​of multicultural Islamic education does not only involve the human element, but non-human elements are also needed, for example goals, methods, a comfortable environment, dialogue and cooperation with outsider. The process of internalizing the values ​​of multicultural Islamic education in the kenduri tradition that develops naturally has contributed to the development of cultural, socio-economic, and socio-religious arts to build and increase harmony and peace between citizens, and between citizens and the government.
Literasi Multikultural Digital dalam Pendidikan Agama Islam: Analisis Representasi Nilai Multikultural pada Video TikTok Habib Ja’far Miftahul Adila Fitria; Lathifatul Izzah
ARZUSIN Vol 6 No 2 (2026): APRIL
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i2.9230

Abstract

Although digital dakwah and digital literacy have been widely examined, studies that specifically address the implicit representation of multicultural values in short-form social media videos, particularly on TikTok, remain limited. This study aims to analyze how multicultural values are represented in digital dakwah content in Habib Ja’far’s TikTok videos and to explore its implications for Islamic Religious Education in the digital era. The study employed a qualitative approach with a digital content analysis design. Data in the form of TikTok videos were purposively selected based on dakwah content and the relevance of multicultural values, collected through video documentation, narrative transcription, and a review of relevant scholarly literature, and then analyzed using thematic analysis techniques. The findings show that the values of tolerance, inclusivity, religious moderation, and communication ethics are consistently represented through everyday narratives, the use of inclusive language, reflective humor, and non-confrontational message framing. These results contribute to the development of the concept of digital multicultural literacy by demonstrating that the value of diversity can be communicated implicitly through dakwah communication practices on social media. The study concludes that humanistic communication strategies are crucial in digital dakwah and recommends that Islamic Religious Education (PAI) educators utilize digital dakwah content as contextual learning resources to support inclusive PAI learning in the digital era, while opening opportunities for further research on audience reception and the pedagogical effectiveness of multicultural digital dakwah.
Evaluasi Pembelajaran PAI Berwawasan Multikultural: Studi di SMP Purnama Sumpiuh Adel Vieka Octamiana; Lathifatul Izzah
ANWARUL Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v6i1.9034

Abstract

Pendidikan Agama Islam (PAI) instruction at the junior high school level still tends to focus on cognitive attainment, while the strengthening of multicultural attitudes such as tolerance, mutual respect, and inclusiveness has not yet been fully integrated into the learning evaluation process. This condition highlights the need to develop PAI evaluation that not only measures knowledge, but also captures the development of students’ attitudes and behaviours in appreciating diversity. This study aims to describe and analyze the implementation of multicultural-oriented PAI learning evaluation at SMP Purnama Sumpiuh. A qualitative case study approach was employed, with data collected through observation, interviews, and document analysis. Data were analyzed systematically through the stages of data reduction, data display, and conclusion drawing. The findings show that PAI learning evaluation has integrated multicultural values through attitude assessment, process assessment, and learning outcome assessment. Teachers do not rely solely on written tests, but also use attitude observation, assignments, and student reflections to assess cognitive, affective, and social aspects in a more balanced manner. Nevertheless, constraints remain in the form of limited attitude assessment instruments and suboptimal use of evaluation results as feedback for improving instruction. The study concludes that multicultural-oriented PAI learning evaluation has been implemented in a reasonably comprehensive manner but still requires strengthening in the development of assessment instruments and the management of evaluation results. The implications underscore the need for more systematic, contextual, and continuous evaluation instruments and for enhancing the feedback function of evaluation as a basis for teacher reflection in realizing PAI instruction that nurtures tolerant and inclusive attitudes.
Co-Authors Adel Vieka Octamiana Adifa, Retno Egha Afiani, Nurida Ali Djamhuri Amalia, Ritchie Amanda, Risa Amar, Danu An-Nisa Apriani Asiyah, Nuri Azizah, Lu’lu Nur Azizah, Lu’lu Nur Dhina Puspasari Wijaya, Dhina Puspasari fadhila, lestari fadhila, lestari Fajri, Rifqi Nurul Hanip, Muhammad Ika Kurniawati Ilyasir, Fiska Indriyani, Tantri Nur Isti Septiani Kholik, Nur Kholik, Nur Kurniati Kurniati Maskuri Miftahul Adila Fitria Misyrah Ahmadi Muhammad Hanip Nurona, Atmim Peni Catur Renaningtyas Prastowo, Wahit Desta Ratna Purwaningsih Ratna Purwaningsih Renaningtyas, Peni Catur Rosyid, Ghufron Sari, Icha Puspita Yulianti, Rina Dewi