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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum INFERENSI Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam Madaniyah: Terciptanya Insan Akademis Berkualitas Dan Berakhlak Mulia Edukasi Islami: Jurnal Pendidikan Islam IJoASER (International Journal on Advanced Science, Education, and Religion) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme INSPIRASI: Jurnal Kajian dan Penelitian Pendidikan Islam Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran FAJAR Jurnal Pendidikan Islam JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Jurnal Al-Qiyam Jurnal Tana Mana Jurnal Indonesia Mengabdi (JIM) EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Ida Zahara Adibah, Ida Zahara
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Religion Aerospace Engineering Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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PERAN KEPALA SEKOLAH DALAM PENGEMBANGAN KURIKULUM PAI BERBASIS MULTIKULTURAL Islakh, Ahmad Nur; Pujianto, Pujianto; Adibah, Ida Zahara
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v5i2.6440

Abstract

Indonesia is a country rich in ethnic, cultural, and religious diversity, which requires an educational system that fosters tolerance and inclusivity. Islamic schools (madrasahs) have a strategic role in shaping student character through an Islamic Religious Education (PAI) curriculum responsive to multicultural values. This study aims to analyze the role of school principals in developing a multicultural-based PAI curriculum. The research uses a descriptive qualitative approach through literature review of relevant academic sources. The results show that principals act as visionary leaders who integrate local values, collaborate with community figures, and design learning materials that reflect the diversity of Islamic traditions. Challenges include limited teacher training and resistance to pluralistic values. Supporting factors include stakeholder collaboration, use of local wisdom, and policy support. Therefore, adaptive and transformative leadership becomes essential to realizing inclusive, contextual, and peaceful Islamic education in a multicultural society. ABSTRAKIndonesia merupakan negara yang kaya akan keberagaman suku, budaya, dan agama, sehingga membutuhkan sistem pendidikan yang menumbuhkan toleransi dan inklusivitas. Madrasah memiliki peran strategis dalam membentuk karakter siswa melalui kurikulum Pendidikan Agama Islam (PAI) yang responsif terhadap nilai-nilai multikultural. Penelitian ini bertujuan untuk menganalisis peran kepala sekolah dalam mengembangkan kurikulum PAI berbasis multikultural. Penelitian ini menggunakan pendekatan kualitatif deskriptif melalui kajian pustaka terhadap sumber-sumber akademis yang relevan. Hasil penelitian menunjukkan bahwa kepala sekolah berperan sebagai pemimpin visioner yang mengintegrasikan nilai-nilai lokal, berkolaborasi dengan tokoh masyarakat, dan merancang materi pembelajaran yang mencerminkan keberagaman tradisi Islam. Tantangan yang dihadapi antara lain terbatasnya pelatihan guru dan resistensi terhadap nilai-nilai pluralistik. Faktor pendukung antara lain kolaborasi pemangku kepentingan, pemanfaatan kearifan lokal, dan dukungan kebijakan. Oleh karena itu, kepemimpinan yang adaptif dan transformatif menjadi penting untuk mewujudkan pendidikan Islam yang inklusif, kontekstual, dan damai dalam masyarakat multikultural.
Inclusive Pedagogical Strategies of Islamic Religious Education Teachers in Instilling Multicultural Values Among Students Adibah, Ida Zahara; Muyasaroh, Muyasaroh; Adnan, Mohammad; Raharjo, Sudi; D. Rimbe, Aris; Ismail, Diauddin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7842

Abstract

This study aims to analyze the inclusive pedagogical strategies employed by Islamic Education (PAI) teachers to instill multicultural values among students at SMA Negeri 2 Ungaran, Semarang Regency. Using a qualitative case-study design, data were collected from the school principal and five PAI teachers through classroom observations, semi-structured interviews, and document analysis (lesson plans, syllabi, and school records). Data were processed using thematic analysis with iterative reduction, display, and conclusion drawing, supported by source and technique triangulation to ensure trustworthiness. The results indicate that teachers enact a constellation of inclusive strategies, interactive discussions, contextual case analyses, heterogeneous group work, project/value-based tasks, and explicit role modeling, while positioning themselves as facilitators, mediators, and moral exemplars in diverse classrooms. Enabling conditions include a school culture that affirms difference, strong principal support, and active student participation; constraints involve limited instructional time, uneven prior religious knowledge, occasional student resistance, and scarcity of contextually rich learning materials. Student responses are broadly positive, marked by higher participation, increased empathy, and improved cross-background collaboration, suggesting early prejudice reduction. Overall, the strategies are effective yet variably implemented across teachers and bounded by institutional constraints, indicating the need for sustained support to consolidate outcomes.
Revitalization of the Role of Islamic Education Teachers in Internalizing the Values of Islamic Dress Among Female Students Ismail, Diauddin; Amin, Husna; Nurhayati, Nurhayati; Adibah, Ida Zahara; Jamin, Nunung Suryana; Setyawulan, Endang Sarwiningsih
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7934

Abstract

This study aims to analyze the implementation of Islamic dress guidance at SMA Negeri 1 Tanah Jambo Aye and to identify the challenges encountered in the process. The research employs a qualitative method with a field research approach. The data consist of the role of Islamic education teachers in internalizing the values of Islamic dress among female students, collected through observation, interviews with teachers, students, and the principal, as well as documentation of coaching activities. Data were analyzed using an interactive model consisting of three stages: data reduction, data display, and conclusion drawing. The findings reveal that the school has made systematic efforts to instill the values of Islamic dress through school regulations, daily habituation, and the exemplary conduct of teachers. However, several challenges remain, including the influence of social media and popular culture that promote modern fashion trends inconsistent with Islamic principles, limited supervision by teachers both inside and outside the school, and resistance from a small number of students who perceive the Islamic dress code as a restriction on freedom of expression. This study concludes that fostering Islamic dress values requires continuous synergy between schools, parents, and the community to ensure that these values are deeply internalized and consistently practiced by students.
Revitalisasi Pendidikan Islam Pondok Pesantren Sebagai Rumah Moderasi Beragama di Indonesia Adibah, Ida Zahara; Primarni, Amie; Aziz, Noor; Aini, Siti Noor; Yahya, M. Daud
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 01 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i01.2954

Abstract

Penelitian ini memiliki 3 (tiga) latar belakang masalah, yaitu fakta keberagaman suku, ras, dan agama yang dimiliki oleh Indonesia berbanding lurus dengan tingginya potensi konflik horizontal di Indonesia, pendidikan Islam ikut bertanggung jawab atas tingginya potensi konflik dan peristiwa konflik yang telah terjadi di Indonesia melalui jalur pendidikan moderasi beragama, dan pendidikan moderasi beragama yang telah dilaksanakan di pondok pesantren menjadi model ideal yang layak untuk dikaji.  Penelitian literer ini menggunakan teknik analisis konteks, sehingga mampu menginterpretasikan data literer dengan situasi kontekstual yang dibutuhkan. Hasil penelitian ini menunjukkan bahwa konsep pendidikan moderasi beragama di pondok pesantren dibangun atas 2 (dua) landasan, yaitu landasan teologis dan landasan sosiologis yang keduanya akan mampu melahirkan dialog antara syariat Islam dengan budaya masyarakat, sehingga mampu mewujudkan sikap moderat. Secara umum, praktik baik moderasi beragama di pondok pesantren tercermin dalam 3 (tiga) hal, yaitu menjaga hubungan baik dengan warga masyarakat sekitar pondok pesantren, menjunjung tinggi nilai toleransi terhadap sesama warga sekitar pondok pesantren, dan membangun hubungan yang harmonis dengan masyarakat sekitar pondok pesantren. Nilai-nilai pendidikan moderasi beragama yang diselenggarakan di pondok pesantren tentunya secara esensial bertujuan untuk mewujudkan karakteristik Islam Rahmatan Lil ‘Alamin melalui jalur pendidikan pesantren. Karakteristik Islam Rahmatan Lil ‘Alamin sebagai wujud dari nilai-nilai pendidikan moderasi beragama yang ditanamkan di pondok pesantren meliputi tawasuth (moderat), infitah (inklusif), tawazun (seimbang), serta musawah (kesetaraan). Keempat nilai tersebut menjadi nilai utama pendidikan moderasi beragam di pondok pesantren.
KOMPONEN DAN MODEL PENGEMBANGAN KURIKULUM PAI BERBASIS MULTIKULTURAL Mudrikah, Mudrikah; Rachmawati, Nuzulia; Adibah, Ida Zahara
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i3.6575

Abstract

ABSTRACT The cultural diversity inherent in the identity of the Indonesian nation necessitates the development of an Islamic Religious Education (PAI) curriculum that not only teaches normative values but is also capable of adapting inclusively to social change and fostering positive transformation within society. The aim of this study is to comprehensively explore the components and models for developing a multicultural-based Islamic Religious Education (PAI) curriculum using a qualitative approach through the method of library research. Data were collected and analyzed from various academic literature, scholarly articles, and relevant curriculum policy documents. The findings indicate that the design of a multicultural-oriented Islamic Religious Education (PAI) curriculum must be grounded in fundamental values such as tolerance, justice, respect for diversity, and universal humanism. This curriculum is designed to integrate Islamic teachings with national values through contextual and pedagogical approaches that are responsive to students’ sociocultural backgrounds. The proposed model emphasizes dialogical, reflective, and participatory learning, aiming to develop students' religious character while also nurturing multicultural awareness. Thus, a multicultural-based PAI curriculum functions not only as a medium for character and spiritual development, but also as a strategic tool in fostering inclusivity, national identity, and readiness to live in a pluralistic society. ABSTRAK Keanekaragaman budaya yang melekat pada identitas bangsa Indonesia menuntut pengembangan kurikulum Pendidikan Agama Islam (PAI) yang tidak sekadar mengajarkan nilai-nilai normatif, tetapi juga mampu beradaptasi secara inklusif terhadap perubahan sosial dan mendorong transformasi positif dalam masyarakat. ujuan dari penelitian ini adalah untuk mengeksplorasi secara komprehensif berbagai komponen dan model pengembangan kurikulum Pendidikan Agama Islam (PAI) yang berlandaskan nilai-nilai multikultural, dengan menggunakan pendekatan kualitatif melalui metode studi kepustakaan. Data dikumpulkan dan dianalisis dari berbagai literatur akademik, artikel ilmiah, serta dokumen kebijakan kurikulum yang relevan. Temuan studi ini mengindikasikan bahwa penyusunan kurikulum Pendidikan Agama Islam (PAI) yang berorientasi pada multikulturalisme harus dilandasi oleh nilai-nilai fundamental, antara lain sikap toleran, keadilan, penghargaan terhadap keberagaman, serta prinsip-prinsip humanisme yang bersifat universal. Kurikulum ini dirancang untuk mengintegrasikan ajaran Islam dengan nilai-nilai kebangsaan melalui pendekatan kontekstual dan pedagogis yang menyesuaikan dengan latar belakang sosial budaya peserta didik. Model yang diusulkan menekankan pembelajaran yang dialogis, reflektif, dan partisipatif, sehingga mampu membentuk karakter peserta didik yang religius sekaligus memiliki kesadaran multikultural. Dengan demikian, kurikulum PAI berbasis multikultural tidak hanya berfungsi sebagai sarana pembentukan akhlak dan spiritualitas, tetapi juga sebagai instrumen strategis dalam membangun sikap inklusif, rasa kebangsaan, dan kesiapan hidup dalam masyarakat yang plural.
Implementasi Model Pembelajaran Deep Learning pada Pelajaran Pendidikan Agama Islam Kelas XI Perhotelan B di SMK Negeri 1 Bawen Rahmawati, Alfi; Priarni, Rina; Adibah, Ida Zahara
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i1.3539

Abstract

Penelitian ini bertujuan untuk mengeksplorasi dan menganalisis implementasi model pembelajaran Deep Learning pada mata pelajaran Pendidikan Agama Islam (PAI) di kelas XI Perhotelan B SMK Negeri 1 Bawen. Fokus penelitian diarahkan pada efektivitas pendekatan tersebut dalam memperkuat pemahaman konseptual siswa sekaligus mengaktualisasikan nilai-nilai ajaran Islam dalam kehidupan sehari-hari. Metode penelitian yang digunakan adalah kualitatif dengan desain deskriptif. Instrumen penelitian berupa pedoman wawancara, lembar observasi, dan dokumentasi sekolah. Teknik pengumpulan data dilakukan melalui wawancara mendalam dengan guru PAI dan siswa, observasi langsung terhadap aktivitas pembelajaran di kelas, serta penelaahan dokumen berupa RPP, catatan guru, dan agenda sekolah. Analisis data dilakukan secara interaktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan dengan pendekatan induktif dan komparatif. Hasil penelitian menunjukkan bahwa penerapan model Deep Learning mampu meningkatkan keterlibatan siswa, memperkuat kemampuan berpikir kritis, problem solving, serta menumbuhkan sikap profesional sesuai dengan nilai-nilai Islam. Temuan observasi memperlihatkan suasana kelas yang lebih hidup, menyenangkan, dan kolaboratif, sementara wawancara dan dokumen mendukung bahwa pembelajaran menjadi lebih relevan dengan dunia kerja perhotelan. Simpulan penelitian menegaskan bahwa model Deep Learning layak diterapkan dalam pembelajaran PAI di SMK karena tidak hanya meningkatkan kualitas proses belajar, tetapi juga memperkuat karakter religius dan kompetensi abad ke-21 peserta didik.
PELATIHAN PENDIDIKAN MULTIKULTURAL SEBAGAI UPAYA PENGUATAN HARMONI KEBERAGAMAN DI PERGURUAN TINGGI AGAMA Abidin, Zaenal; Adibah, Ida Zahara; Ramidi, Ramidi
Jurnal Indonesia Mengabdi Vol. 3 No. 3 (2024): Jurnal Indonesia Mengabdi (JIM)
Publisher : Tahta Media Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55080/jim.v3i3.1873

Abstract

The dynamics of religious higher education institutions are closely related to the diversity of students’ social, cultural, and religious backgrounds. While diversity can serve as an integrative strength, it may also lead to tension if not properly managed. This community engagement program aimed to strengthen harmony in diversity through a participatory and contextual multicultural education training. The method consisted of a preparation stage through needs assessment, implementation of training activities in the form of interactive seminars, group workshops, cross-perspective dialogue simulations, and guided reflection, followed by evaluation using pre-tests, post-tests, and participatory observation. The results indicated an increase in participants’ understanding of multicultural education concepts, improved attitudes of tolerance and openness, and enhanced intercultural communication skills. Furthermore, the establishment of a student community concerned with diversity served as an indicator of program sustainability. Therefore, multicultural education training proved effective in strengthening harmony within religious higher education institutions and has the potential to be replicated in similar contexts.
Implementation of the Deep Learning Approach in Islamic Education Learning in Elementary School Purwoko, Purwoko; Adibah, Ida Zahara; Nasikin, Moch; Mahmud, As’ad
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.8567

Abstract

This study investigates the implementation of a deep learning approach in Islamic education at SDIT Nurul Islam Tengaran. Deep learning prioritizes meaningful understanding, critical thinking, and active learner engagement. Employing a qualitative case study design, data were gathered through classroom observations, in-depth interviews with teachers and students, and an examination of instructional documents. Data analysis followed an interactive model with triangulation across sources, methods, and perspectives to ensure validity and strengthen the credibility of findings. The results indicate that the application of deep learning in Islamic education remains at an early developmental stage and has not been fully optimized. The instructional design integrates Qur’anic studies, religious practices, and extracurricular activities as interconnected pathways for linking conceptual knowledge with students’ real-life experiences. Several supporting factors were identified, including a school culture grounded in Islamic values, teachers’ intrinsic motivation, and alignment with curriculum policy. However, notable challenges persist, such as limited teacher competence in designing deep learning–oriented strategies, insufficient contextual learning materials, and restrictions related to time and institutional resources. This study recommends enhancing teacher professional development, developing reflection-based teaching modules, and promoting collaborative planning between Islamic education teachers and other subject educators to foster holistic and transformative learning. The findings are expected to contribute to the development of adaptive, innovative, and contextually responsive Islamic education practices that meet the learning demands of 21st-century students.
Co-Authors Ahmad Syarif Hidayatullah, Ahmad Syarif Asrofi, Asrofi Barokah, Laeli Chumairoh, Lutfi D. Rimbe, Aris Fidiya, Nadira Putri Hamilaturroyya, Hamilaturroyya Husna Amin Islakh, Ahmad Nur Ismail, Diauddin Kahfi, Nazih Sadatul Khasanah, Farida Nurul Liestya, Serani Dara M. Daud Yahya, M. Daud M. Yogi Riyantama Isjoni Mahmud, As’ad Mohammad Adnan Mu'aqaffi, Gaffar Mudrikah, Mudrikah Muyasaroh Nasikin, Moch Noor Aziz, Noor Nunung Suryana Jamin Nurhayati Nurhayati Pujianto Pujianto Purwoko Purwoko Rachmawati, Nuzulia Raharjo, Sudi Rahmawati, Alfi Ramidi, Ramidi Rina Priarni Sesarianto, Kevin Ali Setyawulan, Endang Sarwiningsih Sholikah, Mar’atus Siti Noor Aini Uswatun Chasanah Wahyu Nugroho Zaenal Abidin