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All Journal JURNAL PENDIDIKAN TAMBUSAI Multidisciplinary Indonesian Center Journal
Lubis, Rosmanila
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Religion Humanities Earth & Planetary Sciences Education Social Sciences Other

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Pengalaman Multikulturalisme di Negara Mayoritas Muslim: Pakistan, Mesir dan Turki Lubis, Rosmanila; Nasution, Hendri Junaidi; Nasution, Fauziah
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.29718

Abstract

Artikel ini membahas pengalaman multikulturalisme di tiga negara mayoritas Muslim, yaitu Pakistan, Mesir, dan Turki, dengan fokus pada bagaimana ketiganya mengelola keberagaman etnis, agama, dan budaya dalam konteks sosial-politik masing-masing. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka dan analisis deskriptif-komparatif. Hasil kajian menunjukkan bahwa meskipun ketiga negara memiliki karakteristik mayoritas Muslim, pendekatan mereka terhadap multikulturalisme sangat beragam. Pakistan menghadapi tantangan dalam integrasi kelompok minoritas akibat dinamika sektarian dan politik identitas. Mesir menunjukkan kecenderungan eksklusivitas budaya yang berdampak pada marginalisasi kelompok non-Muslim, terutama komunitas Kristen Koptik. Sementara itu, Turki memperlihatkan dinamika yang lebih kompleks, di mana sekularisme negara dan aspirasi demokratis berinteraksi dengan identitas etno-religius, khususnya dalam konteks minoritas Kurdi dan komunitas non-Muslim lainnya. Studi ini menyimpulkan bahwa multikulturalisme di negara-negara mayoritas Muslim tidak bersifat monolitik, melainkan dipengaruhi oleh sejarah, kebijakan negara, dan dinamika kekuasaan lokal. Temuan ini penting untuk memperkaya wacana global tentang hubungan antara Islam, negara, dan pluralisme budaya.
THE ROLE OF TEACHERS IN DESIGNING CREATIVE LEARNING WITH A DEEP LEARNING APPROACH AT ELEMENTARY SCHOOL LEVEL Lubis, Rosmanila; Harahap, Nenni Hairani; Imran, Ali; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1407

Abstract

Learning in the 21st century requires teachers to act not only as conveyors of information but also as designers of creative learning that is relevant to students' needs. The application of a deep learning approach is believed to improve critical thinking skills, in-depth conceptual understanding, and collaborative skills, which are crucial in facing the challenges of the independent curriculum. In this context, the role of teachers in the West Angkola District Teacher Working Group (KKG) is crucial to examine, particularly in designing creative learning oriented toward developing higher-order thinking skills. This study aims to analyzea the role of teachers in designing creative learning based on deep learning and explore the strategies used to integrate deep learning principles into learning planning and practice. The method used is descriptive qualitative, with data collection through observation, in-depth interviews, and documentation studies involving teachers who are members of the West Angkola District KKG.The results indicate that teachers play a strategic role in designing creative learning through the use of interactive media, developing problem-based activities, and implementing collaborative learning models. Teachers also strive to foster students' critical thinking skills through structured discussions, explorations, and reflections. The learning design implemented has been proven to not only increase student motivation but also strengthen teachers' professional competence in managing more meaningful learning. Thus, it can be concluded that the role of teachers in designing creative learning using a deep learning approach significantly contributes to the quality of the learning process in elementary schools. The results of this study are expected to serve as a reference in developing creative learning practices based on deep learning in the Teachers' Working Group (KKG) and other teacher professional development forums.
Co-Authors Ali Imran Fauziah Nasution Hamka harahap, Nenni Hairani Nasution, Hendri Junaidi