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All Journal Assyfa Learning Journal Proceeding of International Conference on Humanity Education and Society
Berly Wijayanti
Universitas Islam Syarifuddin Lumajang, Indonesia
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE ROLE OF ISLAMIC RELIGIOUS EDUCATION IN THE FORMATION OF INCLUSIVE CHARACTER: A PHENOMENOLOGICAL STUDY OF MULTICULTURAL SOCIETIES IN INDONESIA Berly Wijayanti; Mokhammad Khosim; Satuyar Mufid; Alvin Dian Pramuja
International Conference on Humanity Education and Society (ICHES) Vol. 5 No. 1 (2026): The 5th International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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Abstract

Islamic Religious Education has a strategic role in shaping the character of students who are not only religious, but also inclusive in facing the realities of a multicultural society. The diversity of religions, cultures, and backgrounds of the people in Indonesia requires Islamic Religious Education to provide guidance on the values of tolerance, moderation, and respect for differences, especially in the field of education. This study aims to understand the role of Islamic Religious Education in shaping inclusive character through a phenomenological approach. The research was conducted in the context of Islamic religious education in multicultural communities in Indonesia, emphasizing the meaning of the experience of inclusivity values in the practice of Islami Religious Education. The phenomenological approach was used to explore the meaning of subjective experiences related to the internalization of the values of justice, compassion, empathy, and social responsibility. The results of the analysis show that Islamic Religious Education is understood not only as a process of imparting religious knowledge, but as a space for the formation of human consciousness that encourages openness, mutual respect, and harmonious coexistence. These findings confirm that Islamic Religious Education plays an important role as an instrument for inclusive character building and strengthening social cohesion in Indonesia's multicultural society.
Pedagogical Strategies and Value Internalization in Migrant Education: A Comparative Study of Instructional Frameworks in Indonesia and Malaysia Nurhafid Ishari; Berly Wijayanti; Alvin Dian Pramuja
Assyfa Learning Journal Vol. 4 No. 1 (2026): Expertise and Innovative Instructional Design
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.714

Abstract

Education for migrant children faces unique challenges in balancing academic standards with the internalization of moral and social values, which are crucial for character development. This study analyzes the pedagogical strategies and instructional frameworks implemented in migrant education through a comparative study between Indonesia and Malaysia. Employing a qualitative approach with a comparative research design, this study evaluates instructional practices at Community Learning Centers (PKBM) in Indonesia and Sekolah Binaan (SB) and Non-Formal Education PKBM in Malaysia. The primary findings indicate that differences in curriculum policy and learning environments significantly impact the efficacy of value transfer. While Indonesia emphasizes the integration of religious and civic values, Malaysia focuses more on adapting core competencies for social integration readiness. The results reveal a gap between ideal curriculum design and the reality of instructional implementation on the ground, where the flexibility of teaching methods serves as a determinant for successful value internalization. This study underscores the implication that instructional transformation based on local contextual needs and the adaptation of learning technology are essential to enhance the efficacy of migrant children's education. Therefore, strengthening instructional frameworks that synergize academic competence and character education is an urgency for administrators of migrant educational institutions in both countries to ensure the sustainability of quality education.
Co-Authors Alvin Dian Pramuja Alvin Dian Pramuja Mokhammad Khosim Nurhafid Ishari Satuyar Mufid