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All Journal Cakrawala Pendidikan Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan
Zubaedi Zubaedi
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENDIDIKAN MULTIKULTURAL: KONSEPSIDAN IMPLEMENTASINYA DALAM PEMBELAJARAN Zubaedi Zubaedi
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2008): Cakrawala Pendidikan, Februari 2008, Th. XXVII, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2118.764 KB) | DOI: 10.21831/cp.v1i1.8528

Abstract

The multiculturaleducation concept is analtemative solution to reducingracial antagonisms in our·country. Multicultural education is·education thatvalues cultural pluralism or an education model that aims to promote thetransformation ofthe educational process to reflect the ideals of democracy inapluralistic society and structural· equality within a larger society. This. conceptaffirms that schools should be oriented toward the cultural enrichment of. allchildrenand recognize cultural diversity as· reality in. Indonesia that should.bepreserved and extended. Thus, one of its important goals is to help all studentsto acquire knowledge, attitudes, and skills needed to .function effectively ina pluralistic democratic society and to interact, negotiate, and comtnunicatewithpeople from diverse groups in order to create a civic and moral community thatworks for the common good. There are three essential goals ofmulticulhrraleducat;ion.The first is to enhance sensitivity to and understanding of others, in­cluding cultural groupsin Indonesia and other nations. The second is.· toenhancethe ability to make decisions and take effective actions .based.onamulticultural analysis and synthesis. The third is to enhance understanding oftheprocess.ofstereotypmg, a low degree of stereotypical.thinking, and pride inselfand· respect for other people
Technology-Based Islamic Religious Education Policy: a Regulatory Study af Madrasahs and Schools in Indonesia Hengki Satrisno; Alfauzan Amin; Zubaedi Zubaedi; Rohimin Rohimin; Wildan Nur Hidayat
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 7, No 3 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v7i3.904

Abstract

This study examines the regulatory framework and implementation of technology-based Islamic Religious Education (IRE) policies in madrasahs and schools in Indonesia. A qualitative approach with a normative–empirical design is employed to analyze policy documents, educational regulations, and relevant scholarly literature. Findings indicate that government policies have increasingly emphasized digital transformation, integration of information and communication technology, and the development of teacher digital competencies within Islamic education. Regulatory structures demonstrate a dual governance system between madrasahs and general schools, which influences policy interpretation and implementation across institutions. Implementation challenges include disparities in infrastructure, limited digital readiness among educators, and inconsistencies in curriculum adaptation. Policy gaps are also identified in coordination between governing bodies and in the operationalization of digital governance systems. Effective implementation requires stronger institutional support, capacity building, and alignment between technological innovation and Islamic educational values. The study concludes that technology-based IRE policy plays a strategic role in enhancing educational quality, but its success depends on comprehensive, adaptive, and context-sensitive regulatory frameworks.
Co-Authors Alfauzan Amin Hengki Satrisno Rohimin Rohimin Wildan Nur Hidayat