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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Al-Ahkam: Jurnal Ilmu Syari'ah dan Hukum
Niam, Syamsun
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Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Multicultural Education from an Islamic Perspective: Building Intercultural Tolerance in Indonesian Primary Schools Kholida, Siti; Niam, Syamsun; Qomar, Mujamil; Adiyono, Adiyono
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18244

Abstract

This study aims to explore how multicultural education from an Islamic perspective contributes to building intercultural tolerance in Indonesian primary schools. The research was conducted at SDN Pace 01 in the Silo District of Jember Regency using a qualitative case study design. Participants included teachers, students, parents, and the principal. This case study design was chosen because it allows researchers to deeply explore the processes, interactions, and specific contexts of the school as a cohesive system. Data were collected through semi-structured interviews, classroom observations, student surveys, and document analysis. The data were analyzed using Miles and Huberman's interactive model alongside thematic analysis. The findings reveal that Islamic values such as tasamuh (tolerance), ukhuwah (brotherhood), and adl (justice) are consistently integrated into pedagogical practices, including collaborative learning, storytelling, and reflective classroom discussions. Students demonstrated high levels of tolerance toward linguistic, ethnic, and religious diversity, with collaboration emerging as the strongest indicator of this tolerance. However, challenges include limited teacher training in multicultural pedagogy and parental concerns about maintaining Islamic identity. The study concludes that Islamic-based multicultural education provides a practical framework for fostering intercultural competence from an early age while preserving religious identity. The results have significant implications for teacher professional development, curriculum innovation, and community engagement, and suggest directions for future research across broader contexts and with the integration of digital learning platforms.
Zainuddin Al-Malibari's Fiqh of Diversity in Fatḥ Al-Mu’īn Sholihuddin, Muh; Jazil, Saiful; Zahro, Ahmad; Niam, Syamsun; Nurhayati, Anin
Al-Ahkam: Jurnal Ilmu Syari’ah dan Hukum Vol. 10 No. 2 (2025): Al-Ahkam: Jurnal Ilmu Syari'ah dan Hukum
Publisher : Fakultas Syariah, Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/alahkam.v10i2.11061

Abstract

This research elucidates the thoughts on the fiqh of diversity by Zainuddin al-Malibari in the book Fatḥ al-Mu’īn, aiming to conceptually elaborate on Zainuddin al-Malibari's views on the fiqh of diversity and its relevance in fostering harmony in diversity in Indonesia. This research employs a historical approach through library research data. Data analysis involves both content analysis and comparative analysis. The fiqh of diversity elaborated through the concept of jihād by Zainuddin al-Malibari, understood broadly, not just as warfare but also as preaching, can serve as a fundamental value for fostering community harmony in Indonesia. It is essential in maintaining harmony among a society of different ethnicities, religions, and groups. Zainuddin al-Malibari's fiqh of diversity in the book Fatḥ al-Mu'īn emphasizes the importance of realizing the maqāṣid al-sharī'ah principle. Which aims to achieve essential benefits, namely the preservation of religious freedom (ḥifz al-dīn), the protection of every individual's life (ḥifz al-nafs), the safeguarding of the community's economic access (ḥifz al-māl), equal access to education for all members of society (ḥifz al-‘aql), and the protection of the rights of every family (ḥifz al-nasl).
Co-Authors Adiyono Ahmad Zahro Anin Nurhayati Jazil, Saiful Kholida, Siti Mujamil Qomar Sholihuddin, Muh