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All Journal AT-TURAS: Jurnal Studi Keislaman Edu Sociata : Jurnal Pendidikan Sosiologi
Andri Sukrinaldi
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Kerangka Penelitian Kualitatif: Struktur Konseptual dan Implementasinya dalam Penelitian Ilmiah Zamsiswaya Zamsiswaya; Andri Sukrinaldi
EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI ) Vol 9 No 1 (2026): Edu Sociata : Jurnal Pendidikan Sosiologi
Publisher : EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI )

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/es.v9i1.4513

Abstract

Penelitian ini bertujuan untuk mengkaji secara mendalam mengenai kerangka penelitian kualitatif sebagai dasar konseptual dalam pelaksanaan penelitian ilmiah. Pendekatan yang digunakan adalah studi literatur dengan menganalisis berbagai sumber akademik yang relevan dari para ahli metodologi Indonesia. Hasil kajian menunjukkan bahwa kerangka penelitian kualitatif merupakan susunan sistematis yang menggambarkan alur berpikir peneliti dalam memahami fenomena secara komprehensif. Kerangka ini mencakup komponen utama seperti rumusan masalah, fokus penelitian, landasan konseptual, teknik pengumpulan data, analisis data, serta uji keabsahan data. Setiap komponen memiliki keterkaitan yang bersifat dinamis dan fleksibel sesuai dengan karakteristik penelitian kualitatif. Selain itu, kerangka penelitian berperan sebagai pedoman dalam menjaga konsistensi dan kedalaman analisis. Dengan demikian, penyusunan kerangka penelitian yang tepat akan menghasilkan penelitian yang kredibel, sistematis, dan memiliki nilai ilmiah yang tinggi.
Multicultural and Inclusive Education Policy: A Critical Analysis of the Development of Islamic Education in Indonesia Andri Sukrinaldi; Yuliharti Yuliharti; Hariza Hasyim
JURNAL AT-TURAS Vol 13, No 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/at-turas.v13i3.15850

Abstract

Studies on multicultural and inclusive education policies in Indonesia have largely focused on general education, while critical analyses situating these two issues specifically within the regulatory and institutional framework of Islamic education remain limited despite the fact that Islamic education faces a distinctive tension between national standardization and local religious authority. This gap motivates the present study, which aims to critically analyze how multicultural and inclusive policies are formulated, the rationale behind them, and their impact on the quality and institutional development of Islamic education in Indonesia. The study employs a critical policy analysis design, drawing on national and sectoral policy documents including the National Education System Law (UU Sisdiknas), the Merdeka Curriculum, and Ministry of Religious Affairs regulations analyzed through content analysis and triangulated with recent academic literature and secondary performance data on Islamic educational institutions sourced from the Islamic Education Statistics (EMIS) and the Madrasah Performance Report (RKM) of the Directorate General of Islamic Education, Ministry of Religious Affairs. The findings show that multicultural and inclusive principles have been incorporated into Islamic education regulations in response to global demands and Indonesia's socio-cultural diversity; however, their implementation has generated structural tension between uniform national standards and contextual local religious authorityan   original finding that constitutes this study's key contribution to the analysis of Islamic education policy. Theoretically, this study offers a framework for understanding the synthesis between policy and contextualized Islamic values; practically, it recommends the development of a policy evaluation model sensitive to the distinctive characteristics of Islamic education as an agenda for future research, government action, and institutional practice.
Co-Authors Hariza Hasyim Yuliharti Yuliharti Zamsiswaya Zamsiswaya