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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Asmiati
Magister Manajemen Pendidikan Islam, Pascasarjana, UIN Palangka Raya
Education

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PENDIDIKAN MULTIKULTURAL DAN TANTANGAN KEBINEKAAN DI INDONESIA Asmiati; Hamidah; Rodhatul Jennah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10728

Abstract

This study aims to analyze multicultural education and the challenges of diversity in Indonesia through a literature review approach. Indonesia, as a country with ethnic, cultural, religious, and linguistic diversity, faces complex social challenges, such as intolerance, stereotypes, and horizontal conflicts that impact the world of education. Multicultural education is seen as an important strategy in building social integration, strengthening tolerance, and instilling values of justice and equality. Through a review of literature from journals, books, and education policy documents, this study reveals that the sociological basis of multicultural education lies in the function of education as an agent of socialization, cultural inheritance, and social transformation. The implementation of multicultural education in Indonesia has been developed through inclusive curricula, learning methods, and school environments, despite structural and cultural obstacles. This study emphasizes the importance of strengthening policies and the commitment of all parties to ensure that multicultural education runs effectively as an effort to build a harmonious society in diversity.
TRANSFORMASI MANAJEMEN PENDIDIKAN ISLAM DI ERA DIGITAL Asmiati; Jasiah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15076

Abstract

The rapid development of digital technology has brought transformative impacts on all aspects of life, including the world of Islamic education. This article examines how Islamic education management needs to transform conceptually and practically in responding to the digital era, while maintaining its Islamic values and identity. Using a library research approach with descriptive-analytic analysis, this study identifies dimensions of digital transformation in Islamic education management including: digital leadership, technology-based curriculum, human resource management in the digital era, and adaptive institutional governance. The findings indicate that digital transformation in Islamic education management is not merely technology adoption but a paradigmatic change that demands vision reorientation, institutional culture reconstruction, and empowerment of all institutional members. This study also formulates a value-based Islamic education management transformation model that integrates Islamic managerial principles with digital era demands, and offers contextual and sustainable implementation strategies.
KEPEMIMPINAN TRANSFORMATIF BERBASIS NILAI MULTIKULTURAL DALAM PERSPEKTIF PENDIDIKAN ISLAM Asmiati; Normuslim; Muslimah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15248

Abstract

This study examines transformative leadership based on multicultural values in the perspective of Islamic education. Amid the dynamics of Indonesia's plural society, Islamic educational institutions are required to present a leadership model that is not only theologically sound but also responsive to cultural, ethnic, and religious diversity. Using a library research approach and descriptive-analytic analysis of primary Qur'anic and Hadith sources as well as contemporary Islamic education literature, this study formulates an Islamic transformative leadership model that integrates multicultural values into three main pillars: tawhidic-humanistic, just-empathetic, and dialogical-transformative. The findings indicate that Islam inherently contains strong theological foundations for multicultural leadership, and successful Islamic education leaders are those who can transform diversity into institutional strength. Practical implications include developing inclusive curricula, empowering teachers' multicultural competencies, and creating just and participatory school cultures.
Co-Authors Hamidah Jasiah Muslimah Normuslim Rodhatul Jennah