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All Journal Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora El-HARAKAH : Jurnal Budaya Islam Jurnal Pendidikan Islam Wawasan : Jurnal Ilmiah Agama dan Sosial Budaya AL ISHLAH Jurnal Pendidikan Al-Albab Living Islam: Journal of Islamic Discourses Arumbae: Jurnal Ilmiah Teologi dan Studi Agama Indonesian Journal of Community Empowerment
Wakano, Abidin
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Beyond Rhetoric and Resistance: Institutional Pathways of Multiculturalism in Islamic Higher Education Wakano, Abidin; Ernas, Saidin; Sai’dah, Ummu; Lapele , Fitria; Prihono , Eko Wahyunanto
Jurnal Pendidikan Islam Vol 11 No 2 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i2.50392

Abstract

In an era of increasing cultural and religious diversity, higher education institutions worldwide are under pressure to foster inclusive environments that prepare students for pluralistic societies. This study examines how Islamic higher education in Indonesia navigates multiculturalism by analyzing three institutional cases through the lens of leadership agency, socio-religious context, and institutional culture. Drawing on document analysis, interviews, and classroom observations, the findings reveal three distinct pathways of institutional response. Case A represents a symbolic type in which inclusivity is expressed rhetorically but remains limited to events and public statements. Case B illustrates a substantive type in which multiculturalism is embedded in curricula, mentoring, and campus activities despite minimal rhetorical emphasis. Case C demonstrates a resistant type in which theological orthodoxy and structural homogeneity limit diversity initiatives and reinforce exclusionary practices. Together, these trajectories highlight that meaningful multicultural engagement depends not only on vision statements but also on the alignment of leadership commitment, curricular design, and institutional culture. The study implies that for Islamic education to move beyond rhetoric or resistance, it must embed multicultural values at both structural and cultural levels, thereby preparing students to engage constructively with diversity while remaining grounded in their religious identity.
Co-Authors Afdhal Yaman Aholiab Watloly Anas, Alfiah A Arizal Hamizar Damapolii, Finanti G Diman, Agus P Eduard Yohannis Tamaela Hatala, Siti K Jenny Koce Matitaputty Kamarzaman, Mohd Haidhar Lapele , Fitria Lapele, Fitria Latuapo, Ridhwan Latuapo, Ridwhan Leasiwal, Genoveva Limba, Anatasija Limba, natasija Malasari, Dewi Qhuril Marantika, Juliaans E. Miftahul Huda Muammar W. Maruapey Ndayizeye, Oscar Nur Hasanah Nur, Syamsudin Prihono , Eko Wahyunanto Prihono, Eko Wahyunanto Putri Roni Ismail, Roni Rumra, Moh. Yamin Saidin Ernas Sai’dah, Ummu Toisuta, Hasbollah Tuahuns, Fitrawati