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All Journal RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Pendidikan dan Pengajaran
Norjamilah
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Religion Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Integrasi PAI dengan pluralisme dan multikulturalisme Norjamilah; Normuslim; Hamdanah
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 9 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i9.8905

Abstract

The diversity of Indonesian society in terms of religion, culture, ethnicity, and language demands an education system that is able to foster an inclusive, tolerant, and fair attitude in differences. Islamic Religious Education (PAI) has a strategic role in forming characters that are not only religious, but also able to live side by side harmoniously in society. The purpose of this study is to describe the integration of Islamic religious education with pluralism and multiculturalism and the role of Islamic religious education as an agent of positive change. This study uses a descriptive qualitative approach with a library research method analyzing various libraries and academic sources related to the integration of Islamic religious education (PAI) with pluralism and multiculturalism. Data sources in this study consist of secondary data in the form of books and journal articles that are relevant to the research and data analysis techniques using a qualitative approach. The results of the study indicate that the integration of Islamic religious education (PAI) with pluralism and multiculturalism through inclusive learning, interfaith dialogue, development of multicultural skills, teaching universal values, awareness of Human Rights, in-depth educator training is very important in forming an attitude of mutual respect, tolerance and appreciation of differences, so as to reduce exclusive, radical, and intolerant attitudes. The role of Islamic Religious Education as an agent of positive change includes the formation of individual character, Islamic Religious Education as an agent of social change, the role of Islamic Religious Education institutions. The conclusion of this writing is that the integration of Islamic Religious Education with pluralism and multiculturalism must be carried out holistically, wisely, and contextually to be relevant to the conditions of a diverse Indonesian society, and to be able to form a future generation that is tolerant and lives side by side harmoniously.
Model Konsep Kurikulum Pendidikan : Model, Kurikulum, Pendidikan Norjamilah
AL-ULUM | JURNAL PENDIDIKAN DAN PENGAJARAN Vol. 3 No. 01 (2025): AL-ULUM | JURNAL PENDIDIKAN DAN PENGAJARAN
Publisher : STAI DARUL ULUM KANDANGAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63216/alulum.v3i01.432

Abstract

Curriculum concept models are theoretical frameworks that serve as the foundation for planning, developing, and implementing curricula. Each model reflects a particular educational approach and influences the direction and content of learning. This study aims to examine four curriculum concept models formulated by educational experts: the academic subject model, the humanistic model, the social reconstruction model, and the technological model. This research employs a qualitative analysis method with a literature review approach, using data sourced from textbooks and scholarly journals. The findings reveal that: (1) the academic subject model emphasizes mastery of knowledge across disciplines and is rooted in traditional education; (2) the humanistic model focuses on personal development and the individual potential of students; (3) the social reconstruction model directs the curriculum toward addressing societal issues; and (4) the technological model emphasizes the integration of technology in learning to prepare students for the digital era. These four models represent different educational streams and are essential considerations for developing a contextual and future-oriented curriculum.
Co-Authors Hamdanah Normuslim