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All Journal Aphorisme: Journal of Arabic Language, Literature, and Education HEUTAGOGIA: Journal of Islamic Education Edukasia: Jurnal Pendidikan dan Pembelajaran
Sadiran Sadiran, Sadiran
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Multicultural-Based Communication Strategies in Language Teaching Rifa'i, Arif Ma'mun; Sadiran, Sadiran; Muasomah, Luluk
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.7811

Abstract

This study explores the role of multicultural communication strategies in language teaching, emphasizing the importance of culturally responsive pedagogy in addressing the diverse backgrounds of learners. Drawing on a qualitative library research method, this work synthesizes existing literature to construct a conceptual framework that highlights the integration of cultural identity, responsive interaction, and inclusive content in language education. This study uses a qualitative library research method to examine multicultural communication strategies in language teaching. Data were gathered from credible academic sources through systematic literature searches using relevant keywords. The analysis applied qualitative content analysis to identify themes related to cultural identity integration, responsive teacher-learner interactions, and inclusive curricula, resulting in a conceptual framework for fostering culturally responsive pedagogy in diverse classrooms. Findings indicate that effective communication in multicultural classrooms extends beyond linguistic instruction to include intercultural competence and sensitivity to students’ cultural norms, values, and communicative styles. The study identifies both the benefits and challenges of implementing such strategies, noting that while they enhance student engagement and learning outcomes, their application is often hindered by a lack of institutional support, teacher training, and adaptable curricula—particularly in contexts like Indonesia. This research advocates for comprehensive teacher development, curriculum reform, and reflective practices that empower educators to bridge linguistic and cultural divides. Ultimately, the study underscores the need for pedagogical models that foster inclusive, equitable, and culturally affirming learning environments in 21st-century language classrooms.
Implementasi Amaliyah Ubudiyah dalam Membentuk Karakter Religius di Madrasah Aliyah Swasta Pesantren Temulus Huda, Muhamad Bahrul; Muasomah, Luluk; Sadiran, Sadiran
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.863

Abstract

This research aims to provide a detailed description of how the amaliyah ubudiyah program is implemented at the MA Pesantren Temulus in the Ngawi area to influence the religious character of students. This research uses a descriptive qualitative approach. Data was collected through interviews, observation, and documentation. Bearing in mind the conclusions of this research, the Amaliyah Ubudiyah character formation program at the Temulus Islamic Boarding School begins with classroom learning using materials relevant to the course outline, syllabus, and RPP and continues with implementation through reflection. 5S (Sapa et al.) is fostered through the Amaliyah Ubudiyah program, as is appropriate clothing (neat, clean, covering the private parts), duha (prayer), reverence for predecessors, heroes, and religious figures, and reading. Friday Koran, Friday cleaning, PHBI, closing class prayer, congregational prayer during the day, keeping the school clean, and obeying the rules.
Heutagogical Reconfiguration in Islamic Boarding Schools: Enacting Self-Determined Learning in Pesantren Education Sadiran, Sadiran; Muasomah, Luluk; Rifa'i, Arif Ma'mun; Prasetiyo, Eko
HEUTAGOGIA: Journal of Islamic Education Vol. 6 No. 1 (2026): Article in Press
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2026.61-05

Abstract

This study explores how heutagogical principles are enacted within pesantren learning practices and how these practices contribute to more inclusive, integrative, and learner-centered Islamic education. Using a qualitative interpretive design, the study was conducted in two pesantren in Ngawi, East Java, Indonesia: Pondok Pesantren Syech Salaubina and Pondok Pesantren Utsman bin Affan. Data were collected over four months through semi-structured interviews, participant observation, and document analysis involving two leaders, six teachers, and six senior santri. The data were analyzed through reflexive thematic analysis, with attention to learner agency, reflective engagement, curriculum integration, and inclusive participation. The findings show that both pesantren are moving beyond teacher-centered instruction toward pedagogical practices that support student participation, contextual interpretation of knowledge, and collaborative meaning-making. Pesantren Syech Salaubina emphasizes dialogical and reflective learning, while Pesantren Utsman bin Affan emphasizes structured integration of the curriculum and the practical application of religious knowledge. Across both cases, inclusive classroom environments emerge as a key condition for learner agency and capability development. The study contributes to Islamic education by showing that heutagogical principles can be embedded within pesantren traditions without displacing their epistemic foundations. Its main limitation is the small number of cases and its focus on classroom-level practices. Future research should examine a wider range of pesantren settings and investigate the longer-term effects of heutagogical practices on student development.
Co-Authors Eko Prasetiyo Huda, Muhamad Bahrul Luluk Muasomah, Luluk Rifa'i, Arif Ma'mun