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All Journal Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Kreatifitas: Jurnal Ilmiah Pendidikan Islam Al I'tibar Jurnal Pendidikan Islam Al-Bahtsu: Jurnal Penelitian dan Pendidikan Islam
Hilmy Alwy Abdillah
Universitas Kiai Abdullah Faqih
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Multicultural Islamic Education in Crisis: Formalism, School Violence, and Leadership Failure Hilmy Alwy Abdillah
Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial Vol. 10 No. 1 (2026)
Publisher : Cakrawala Journal is a scientific journal published by Nahdlatul Ulama Islamic Institute (IAINU) Kebumen. This journal focuses on the Islamic Education Management Study and Social Studies which is published twice a year.IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/cakrawala.v10i1.3783

Abstract

Multicultural Islamic education is widely promoted as a framework for fostering tolerance, moral integrity, and social harmony in Islamic schools. However, the increasing occurrence of bullying, school violence, and ethical misconduct within Islamic educational institutions raises critical questions about its practical effectiveness. This study aims to critically examine the crisis of multicultural Islamic education by analyzing its formalistic implementation, leadership failure, and weak policy commitment. Employing a qualitative approach with a library research design, this study analyzes scholarly literature on multicultural Islamic education, educational leadership, school management, and social dynamics in Islamic schools. The findings indicate that multicultural Islamic education is often implemented symbolically through curriculum and institutional rhetoric without being internalized as an ethical governance system. Leadership failure and the absence of enforceable value-based policies contribute to the normalization of violence and unequal power relations within schools. The study concludes that multicultural Islamic education remains relevant only when reconstructed as ethical governance that integrates value-based leadership, policy operationalization, professional ethical development, and inclusive school culture. Such reconstruction enables Islamic schools to move beyond formalism and restore their moral and educational authority.
Pendidikan Islam Multikultural dalam Pembentukan Karakter Islami: Telaah Kritis atas Fenomena Intoleransi Peserta Didik Hilmy Alwy Abdillah
Al-Bahtsu: Jurnal Penelitian Pendidikan Islam Vol 11, No 1 (2026): Islamic Education Research
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/btu.v11i1.10787

Abstract

Multicultural Islamic education is conceptually positioned as a strategic approach to fostering Islamic character marked by tolerance, inclusivity, and ethical conduct among students. However, persistent cases of intolerance and exclusivist behavior in schools raise critical questions regarding the effectiveness of multicultural Islamic education in educational practice.This study employs a qualitative approach using a literature review method. Data were collected through critical analysis of scholarly books, journal articles, and relevant publications addressing multicultural Islamic education, Islamic character formation, and student intolerance. Data analysis was conducted thematically to identify patterns, trends, and gaps between theoretical concepts and educational practices.The findings indicate that multicultural Islamic education has not been optimally effective in shaping students’ Islamic character due to its predominantly formalistic and normative implementation. Weak pedagogical internalization and limited institutional policy support reduce its transformative impact within the educational environment. Multicultural Islamic education remains relevant for Islamic character development but requires revitalization through reflective pedagogy, contextual value internalization, and institutional integration into school policies and culture to effectively address student intolerance.
Pendidikan Islam Multikultural: Masihkah Relevan di Tengah Maraknya Kekerasan dan Intoleransi di Sekolah? Hilmy Alwy Abdillah
JURNAL PENDIDIKAN ISLAM AL I’TIBAR Vol 13 No 2 (2026): Al I'tibar: Jurnal Pendidikan Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/fwqhs816

Abstract

Pendidikan Islam multikultural selama ini dipandang sebagai pendekatan strategis dalam membangun toleransi dan keadaban sosial di lingkungan pendidikan. Namun, maraknya kekerasan dan intoleransi di sekolah memunculkan pertanyaan kritis mengenai relevansi dan efektivitas penerapan konsep tersebut dalam praktik pendidikan. Penelitian ini bertujuan merefleksikan secara kritis relevansi pendidikan Islam multikultural di tengah realitas kekerasan dan intoleransi di sekolah, serta mengidentifikasi faktor-faktor yang menyebabkan melemahnya daya transformasi konsep tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan melalui analisis terhadap literatur ilmiah yang membahas pendidikan Islam multikultural, pendidikan toleransi, serta fenomena kekerasan dalam pendidikan. Hasil kajian menunjukkan bahwa pendidikan Islam multikultural masih relevan secara konseptual, namun kerap terjebak dalam formalisme normatif, kegagalan internalisasi nilai, minimnya pemahaman guru, dan lemahnya budaya kelembagaan yang berkeadaban. Kondisi tersebut menyebabkan nilai-nilai multikultural tidak terimplementasi secara efektif dalam praktik pendidikan. Penelitian ini menyimpulkan bahwa pendidikan Islam multikultural hanya akan tetap relevan apabila direkontekstualisasikan sebagai paradigma etis dan pedagogis yang hidup, terintegrasi dalam pembelajaran, keteladanan guru, serta budaya institusi pendidikan.
Pendidikan Islam Multikultural Dalam Menghadapi Fenomena Perundungan Di Sekolah: Sebuah Kritik Edukatif Hilmy Alwy Abdillah
Kreatifitas Jurnal Ilmiah Pendidikan Islam Vol. 15 No. 1 (2026): Kreatifitas: Jurnal Ilmiah Pendidikan Islam
Publisher : Pendidikan Agama Islam Institut Agama Islam Diniyyah Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46781/kreatifitas.v15i1.2339

Abstract

Penelitian ini bertujuan untuk mengkaji secara kritis peran pendidikan Islam multikultural dalam menghadapi fenomena perundungan di lingkungan sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan. Sumber data diperoleh dari literatur primer dan sekunder berupa buku ilmiah, artikel jurnal, serta dokumen akademik yang relevan dengan pendidikan Islam, pendidikan multikultural, dan isu perundungan. Data dianalisis menggunakan analisis isi dan analisis tematik untuk mengidentifikasi pola pemikiran, nilai, serta kritik terhadap praktik pendidikan Islam dalam merespons perundungan. Hasil penelitian menunjukkan bahwa perundungan merupakan persoalan relasional yang berkaitan dengan ketimpangan relasi sosial dan lemahnya pengelolaan keberagaman di sekolah. Pendidikan Islam yang masih bersifat normatif cenderung kurang efektif dalam menjangkau realitas sosial peserta didik. Pendidikan Islam multikultural memiliki potensi nilai berupa penghargaan terhadap perbedaan, empati, keadilan, dan dialog yang relevan untuk mencegah perundungan, namun implementasinya masih menghadapi berbagai keterbatasan edukatif. Penelitian ini menyimpulkan bahwa pendidikan Islam multikultural perlu dikembangkan secara lebih reflektif dan kontekstual agar mampu membentuk relasi sosial yang inklusif dan berkontribusi dalam pencegahan perundungan di sekolah.
Is Multicultural Islamic Education Still Relevant? A Critical Analysis of Moral Crisis, School Violence, and Student Apathy Hilmy Alwy Abdillah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.288

Abstract

Contemporary schools increasingly face serious challenges such as moral degradation among students, bullying, school violence, and declining learning motivation. These phenomena raise critical questions regarding the relevance of multicultural Islamic education, which has long been promoted as a framework for character building and tolerance. This study aims to critically analyze whether multicultural Islamic education remains relevant in addressing moral crisis, school violence, and student apathy. The research employs a qualitative approach using a library research design by analyzing scholarly literature related to multicultural Islamic education, character education, and contemporary student behavior. The findings reveal that while multicultural Islamic education offers strong normative values rooted in tolerance, inclusivity, and ethical awareness, its implementation often remains symbolic and procedural. This limitation weakens its capacity to respond effectively to students’ moral and behavioral problems. The study further finds that school violence and learning apathy indicate deeper educational failures caused by the disconnection between educational values and students’ lived experiences. The study concludes that multicultural Islamic education remains relevant only when reconstructed as a transformative educational paradigm that integrates relational pedagogy, contextual moral engagement, and value-based school culture. Such reconstruction enables multicultural Islamic education to function as a meaningful response to contemporary moral and social challenges in schools.
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