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All Journal Solo International Collaboration and Publication of Social Sciences and Humanities
Yondrizal
Doctoral Program in Islamic Studies, Universitas Muhammadiyah Sumatera Barat
Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Dimensions of Multicultural Education and Character Education in Forming Students Who Think Critically and Tolerantly Yondrizal; Rismalaini; Julhadi
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 2 No. 03 (2024): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v2i03.524

Abstract

Objective: This article aims to analyze the dimensions of multicultural education and character education as well as the integrative contribution of both in forming critically thinking and tolerant students. The study focuses on the role of education in responding to the challenges of diversity in multicultural societies. Theoretical framework: The theoretical framework of this research rests on the theory of multicultural education and character education. Multicultural education emphasizes recognition of diversity and social justice, while character education focuses on internalizing moral values. The integration of the two is the basis for the formation of critical thinking and student tolerance. Literature review:  The literature shows that multicultural education contributes to the strengthening of attitudes of tolerance, while character education shapes moral values and social behavior. However, studies that integrate both approaches in shaping critical thinking and tolerance are still limited. This is the basis for the development of this study. Methods: This study uses a qualitative approach with a literature study method. Data was obtained from books, national and international journals, and education policy documents. Data analysis is carried out through content analysis to examine and synthesize relevant concepts. Results: The results of the study show that multicultural education fosters students' critical awareness through an understanding of diversity and social justice. Character education reinforces the values of tolerance, empathy, and moral responsibility. The integration of the two forms of holistic learning. Implications: The findings of this study make a theoretical contribution to the development of the study of multicultural and character education. Practically, the results of the research can be a reference for educators in designing learning that fosters critical thinking and student tolerance. Novelty: The novelty of this article lies in the integration of multicultural education and character education in a single conceptual framework. This study places critical thinking and tolerance as simultaneous outcomes of holistic education in the context of a multicultural society.
Analysis of Women's Rights in Islam: Education and Gender Equality Perspective Yondrizal; Rusydi. AM; Sri Wahyuni; Rismalaini
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 2 No. 03 (2024): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v2i03.525

Abstract

Objective: This study aims to analyze the guarantee of women's rights in Islam with a focus on education and gender equality. This study distinguishes Islamic normative teachings from social practices influenced by patriarchal culture. The goal is to build a contextual understanding that is gender-correct. Theoretical framework: The theoretical framework rests on the principles of justice ('adl) and benefit (maṣlaḥah) in Islam. Gender equality is understood as equality of dignity and responsibility, not absolute equal roles. Education is positioned as an instrument of social justice. Literature review:  women's studies in Islam are dominated by normative-theological approaches and patriarchal critiques. However, the integration of Islamic education and gender equality is still limited. This research fills the gap integratively and contextually. Methods: The research uses qualitative methods with descriptive-analytical and normative-conceptual approaches. Data was obtained through literature studies from the Qur'an, Hadith, tafsir, and scientific articles. The analysis was carried out thematically. Results: The results of the study affirm that Islam guarantees women's rights, including education and social roles, without discrimination. The inequality that occurs stems from biased interpretations and patriarchal culture. Gender equality is based on justice and benefits. Implications: The findings underscore the urgency of Islamic education from a gender justice perspective. Practically, these results are relevant for the development of an inclusive Islamic curriculum and discourse. Theoretically, this study enriches the study of Islam and gender. Novelty: The novelty of research lies in the contextual integration of women's rights, education, and gender equality. This study affirms Islamic normativity while criticizing distorted social practices. This framework offers an applicable understanding.
Co-Authors Julhadi Rismalaini Rusydi. AM Sri Wahyuni