Claim Missing Document
Check
Articles

Found 3 Documents
Search

Pendidikan Multikultural dalam Perspektif Islam Mursalin, Hisan; Mu'ti, Abdul; Amirrachman, R. Alpha
Rayah Al-Islam Vol 8 No 2 (2024): Rayah Al Islam Mei 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v8i2.1068

Abstract

Perspektif Islam mengenai pendidikan multikultural dan respons Islam terhadap keberagaman yang ada dalam masyarakat, terutama di lembaga pendidikan, sebagai upaya untuk menjamin setiap kelompok etnis agar memiliki hak yang setara. Tujuan dari penelitian ini adalah untuk menjelaskan pandangan Islam terhadap pendidikan multikultural. Penelitian ini menggunakan pendekatan kualitatif studi pustaka, dimana berbagai referensi bersumber dari buku, jurnal, dan penelitian terdahulu yang relevan dengan topik penelitian dianalisis secara mendalam. Pendidikan ini merupakan pendidikan yang fokus pada kesetaraan dalam perbedaan budaya. Pendidikan multikultural merupakan suatu pendekatan yang menitikberatkan pada pemahaman dan penghargaan terhadap keberagaman budaya yang berbeda. Dalam perspektif Islam, perbedaan bukanlah menjadi penyebab konflik dan ukuran keagungan seseorang, tetapi dianggap sebagai kesempatan untuk saling memahami dan menghargai satu sama lain. Pendidikan multikultural adalah landasan penting dalam menjaga persatuan dan integrasi sosial di tengah masyarakat yang heterogen, dengan cara mengedukasi masyarakat tentang pentingnya kesetaraan, keadilan, keberagaman, persatuan, ras, suku, bahasa, tradisi, serta menghargai kepercayaan agama, sehingga diharapkan terwujud kehidupan yang harmonis dan damai. Pendidikan Multikultural ini sesuai dengan nilai-nilai ajaran agama Islam, yang terkandung dalam al-Qur'an yang menekankan tentang pentingnya menghargai keragaman. Hal ini juga telah diimplementasikan oleh Nabi Muhammad saw, dan para sahabat Rasul, sebagaimana yang tercantum dalam piagam Madinah. Islamic perspectives regarding multicultural education and Islamic responses to the diversity that exists in society, especially in educational institutions, as an effort to guarantee that every ethnic group has equal rights. The aim of this research is to explain the Islamic view of multicultural education. This research uses a qualitative literature study approach, where various references sourced from books, journals and previous research that are relevant to the research topic are analyzed in depth. This education is education that focuses on equality in cultural differences. Multicultural education is an approach that focuses on understanding and giving respect to the diversity of different cultures. In the Islamic perspective, differences are not a cause of conflict and a measure of someone's greatness, but are considered an opportunity to understand and respect each other. Multicultural education is an important foundation in maintaining social unity and integration in a heterogeneous society, by educating people about the importance of equality, justice, diversity, unity, race, ethnicity, language, traditions, as well as respecting religious beliefs, so that it is hoped that a harmonious life will be realized . and peaceful. Multicultural education is in accordance with the values of Islamic teachings, contained in the Koran which emphasizes the importance of respecting diversity. This has also been implemented by the Prophet Muhammad saw, and the companions of the Prophet, as stated in the Medina charter.
Understanding well-being in varied students of inclusive classrooms Bernadetha Haule, Daigo; Husseni Barantota, Siraju; Amirrachman, R. Alpha; Sanga, Amitile Pius
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.128

Abstract

This qualitative case study establishes an investigation into the psychosocial welfare of students with learning differences who receive education in the inclusive classrooms of Madania School located in Bogor, Indonesia. The study evaluates inclusive practice mechanisms through PERMA and Maslow's hierarchy of needs to understand their impact on students' emotional, social, and academic welfare. The researchers conducted in-person interviews as well as direct observations with students, faculty staff and administrative officials during their data collection stage. The results reveal that students at Madania School experience social inclusion with healthy emotional development and psychological security because of their favourable classrooms, caring teacher actions, and efficient bullying prevention strategies. The mentioned factors minimize negative elements while helping students reach their objectives of self-actualization.
THE ROLE OF GOVERNMENT AND UNHCR IN PROMOTING EDUCATIONAL ACCESS FOR AFGHAN REFUGEES IN PAKISTAN Hayat, Khizer; Ahmadi, Benafsha; Amirrachman, R. Alpha
Progress In Social Development Vol. 6 No. 2 (2025): July 2025
Publisher : Fakultas Ilmu Sosial dan Ilmu Politik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psd.v6i2.147

Abstract

Despite efforts by the government of Pakistan and the UNHCR to establish formal regulations and educational programs for Afghan refugee children, the results are mixed and unclear. On the one hand, these actions resulted in the enrollment of about 56,000 Afghan students and the placement of some refugee children in public schools. Meanwhile, overall enrollment fell from 55% in 2019-2020 to 18% in 2022-2023, demonstrating that, while legal and strategic frameworks exist, operational gaps, resource constraints, and cultural barriers continue to inhibit their effectiveness. This study aims to find out what the Pakistan’s government and UNHCR do within their legal frameworks and techniques to help Afghan refugees continue their education, and why the program is problematic. This research consider the Pakistan government's and UNHCR's legislative frameworks for expanding educational access for Afghan refugees and the implementation of these initiatives. The investigation examines UNHCR and government records to understand their service delivery goals. Economic concerns, school overcrowding, unequal opportunities for genders, and a lack of resources prevent children from achieving optimal growth. This study demonstrates that high-quality interventions, coordinated planning at all levels, and ongoing support enable Afghan refugees to receive a good education in their host nation. The study proposes improving education and making refugees feel more welcome in the Pakistani educational society.