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All Journal Munaddhomah: Jurnal Manajemen Pendidikan Islam Ghaitsa: Islamic Education Journal Al-Khair Journal: Management Education
Abd. Amri Siregar
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Strategi Guru Dalam Pengembangan Pola Pembelajaran Pendidikan Agama Islam Berwawasan Pendidikan Multikultural di Sekolah Dasar IT Harapan Mulia Palembang Abd. Amri Siregar
Al-Khair Journal: Management Education Vol 5, No 1 (2025): JUNI
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/al-khair.v5i1.8305

Abstract

Abstract: Teachers' strategies in developing multicultural-oriented learning patterns are not optimal, as indicated by ongoing brawls between students, inter-ethnic conflicts, and religious blasphemy. The purpose of this study was to analyze teachers' strategies in developing multicultural-oriented Islamic religious education learning patterns in schools. Using descriptive qualitative methods. The results of the study show that teacher strategies in developing Islamic religious education learning patterns with a multicultural perspective are a series of activities designed and developed by teachers in instilling values of tolerance, encouraging students to appreciate differences in culture, customs, ethnicity and religion, building an understanding of diversity and forming an Islamic personality among students. Thus it can be concluded that the teacher's strategy in developing a multicultural Islamic religious education learning pattern includes teachers providing knowledge, understanding, attitudes and actions in developing conditions of differences and similarities in gender, race, culture, customs, ethnicity and religion, and teachers are able to provide knowledge, attitudes and behavior in implementing educational interactions and social interactions based on multicultural values to students. So it can be suggested in developing a multicultural Islamic religious education learning pattern, then improve teacher strategies in schools.Keywords: Teacher Strategy, Learning Pattern Development, Multicultural Education. Abstrak: Strategi guru dalam pengembangan pola pembelajaran berwawasan multikultural belum optimal, ditandai masih terjadi tawuran antar pelajar, konflik antar etnis, dan penistaan agama. Tujuan penelitian ini untuk menganalisis strategi guru dalam pengembangan pola pembelajaran pendidikan agama Islam berwawasan pendidikan multikultural di sekolah. Menggunakan metode kualitatif deskriptif. Hasil penelitian menunjukkan bahwa strategi guru dalam pengembangan pola pembelajaran pendidikan agama Islam berwawasan multikultural merupakan segala rangkaian kegiatan yang dirancang dan dikembangkan oleh guru dalam menanamkan nilai-nilai toleransi, mendorong peserta didik untuk menghargai perbedaan budaya, adat istiadat, etnis dan agama, membangun pemahaman tentang keberagaman serta membentuk kepribadian islami di kalangan peserta didik. Oleh karena itu, dapat disimpulkan bahwa strategi guru dalam pengembangan pola pembelajaran pendidikan agama Islam berwawasan multikultural antara lain guru memberikan pengetahuan, pemahaman, sikap dan tindakan dalam mengembangkan kondisi perbedaan jenis kelamin, ras, budaya, adat istiadat, etnik dan agama, serta memberikan pengetahuan, sikap dan perilaku dalam mengimplementasikan interaksi edukatif dan interaksi sosial berdasarkan nilai-nilai multikultural kepada peserta didik. Sehingga dapat disarankan dalam pengembangan pola pembelajaran PAI berwawasan multicultural, maka tingkatkan strategi guru di sekolah.Kata kunci: Strategi Guru, Pengembangan Pola Pembelajaran, Pendidikan Multikultural.
Peran Pendidikan Multikultural dalam Membangun Masyarakat yang Harmoni di Indonesia Abd. Amri Siregar
Al-Khair Journal: Management Education Vol 4, No 1 (2024): JUNI
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/al-khair.v4i1.4532

Abstract

Abstract: Multicultural education is still difficult to play a role in building a harmonious society, marked by frequent multicultural conflicts in society. The purpose of this study is to map and analyze the role of multicultural education in building a harmonious society. Using a descriptive qualitative method. The results of the study show that multicultural education has fought a war in building a harmonious society through understanding and appreciating diversity, but there are still often multicultural conflicts in society triggered by differences in religion, belief, belief, ideology, politics, socio-economy, culture, race, ethnicity, customs, gender, resulting in prolonged debates, disputes, fights, and fights in society. Therefore, it can be concluded that multicultural education has played a role in building a harmonious society through understanding and appreciating diversity. Thus, it can be suggested that, to build a harmonious society, increase the role of multicultural education in Indonesia.Keywords: The Role of Multicultural Education, Building a Harmonious Society Abstrak: Pendidikan multicultural masih sulit berperan dalam membangun masyarakat yang harmoni, ditandai masih sering terjadi konflik multikultural dalam masyarakat. Tujuan penelitian ini untuk memetakan dan menganalisis peran pendidikan multikultural dalam membangun masyarakat yang harmoni. Menggunakan metode kualitatif deskriptif. Hasil penelitian menunjukkan bahwa pendidikan multikultural telah berperan dalam membangun masyarakat yang harmoni melalui pemahaman dan menghargai keberagaman, namun masih sering terjadi konflik multikultural dalam masyarakat yang dipicu oleh perbedaan agama, keyakinan, kepercayaan, ideology, politik, sosial ekonomi, budaya, ras, suku, adat istiadat, dan gender, sehingga mengakibatkan perdebatan yang berkepanjangan, perselisihan, cekcok, dan perkelahian yang tidak kunjung selesai dalam masyarakat. Oleh karena itu dapat disimpulkan bahwa pendidikan multikultural telah berperan dalam membangun masyarakat yang harmoni melalui pemahaman dan menghargai keberagaman. Dengan demikian dapat disarankan, untuk membangun masyarakat yang harmoni, maka tingkatkanlah peran pendidikan multikultural di Indonesia. Kata kunci: Peran Pendidikan Multikultural, Membangun Masyarakat yang Harmoni
Pengembangan Pendidikan Agama Islam Berwawasan Multikultural di Sekolah Abd. Amri Siregar
GHAITSA : Islamic Education Journal Vol. 5 No. 3 (2024): Oktober
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v6i1.1612

Abstract

The development of Islamic religious education based on multicultural insights in schools has become an urgent need in the context of an increasingly pluralistic society. This study aims to analyze the concepts, implementation, and challenges in applying multicultural Islamic religious education in schools. The methods used include literature review and descriptive analysis of multicultural education practices in various educational institutions. The findings indicate that a multicultural approach in Islamic religious education can help students understand the values of diversity, respect differences, and strengthen interfaith tolerance. Development strategies include integrating multicultural values into the curriculum, providing teacher training to enhance multicultural competencies, and creating an inclusive learning environment. The challenges faced include a lack of teacher understanding of multicultural education, resistance to change, and limited policy support. Therefore, synergy between the government, schools, teachers, and society is necessary to realize Islamic religious education that aligns with the spirit of pluralism and social justice.
Cultural Constraints in Shaping the Spiritual Commitment of Students in Faith-Based Primary Schools Abd. Amri Siregar; Salwa Alfina Siregar; Qodariah Barkah
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i3.3086

Abstract

The formation of spiritual commitment among students in faith-based primary schools is often influenced by cultural dynamics embedded in everyday educational practices. However, existing studies have predominantly examined spiritual commitment through curricular or behavioral perspectives, leaving the influence of institutional culture relatively underexplored. This study aims to investigate how cultural factors shape the development of students’ spiritual commitment in religious educational settings in Palembang City. Drawing on Bourdieu’s concept of habitus and Foucault’s theory of disciplinary power, this study employs a descriptive qualitative case study design. The participants were purposively selected based on their direct involvement in everyday school practices. They included classroom teachers and assistant teachers as the primary implementers of daily educational activities, students as the direct recipients of the formative process, and the school principal as the key actor shaping institutional policies and school culture. Data were collected through observations and semi-structured interviews and analyzed using the Miles and Huberman framework. The findings identify three major cultural barriers. First, religious activities implemented as administrative obligations tend to be perceived as routine requirements rather than meaningful spiritual experiences. Second, an institutional emphasis on the regularity of religious practices encourages evaluation based on attendance and procedural compliance, thereby limiting deeper value internalization. Third, inconsistencies in educators’ role modelling create a gap between normative discourse and everyday practice, ultimately undermining the credibility of the values being promoted. Theoretically, this study extends perspectives on spiritual education by demonstrating how institutional habitus and disciplinary mechanisms can simultaneously encourage religious participation while constraining the development of authentic spiritual commitment among students.
Co-Authors Qodariah Barkah Salwa Alfina Siregar