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ASKHABUL KIROM
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multicultural@yudharta.ac.id
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pasca@yudharta.ac.id
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Jln. Yudharta No. 07 Sengonagung Purwosari Pasuruan 67162 Jawa Timur, Indonesia. Email: pasca@yudharta.ac.id
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INDONESIA
Journal Multicultural of Islamic Education
Published by Universitas Yudharta Pasuruan
ISSN : 25985957     EISSN : 2598506X     DOI : 10.35891/ims.v8i1.5401
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media
Development and implementation of innovative learning models in classrooms filled with multicultural values Development and implementation of products / prototypes related to multicultural learning technology Study of phenomena that occur in the studio or analysis of government policies on multicultural education
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 8 Documents
 1 
Search results for , issue "Vol 9 No 1 (2025)" : 8 Documents clear
JALAN TENGAH AL-GHAZALI: SINTESIS AKAL DAN WAHYU SEBAGAI DASAR MODERASI BERAGAMA Abdulloh; Kholili Hasib; Muhammad Ardiansyah
Journal Multicultural of Islamic Education Vol 9 No 1 (2025)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/5yt18j08

Abstract

This article examines Abu Hamid al-Ghazali’s thought on the synthesis between reason (‘aql) and revelation (naql) as a conceptual foundation for religious moderation (wasathiyyah). In the intellectual history of Islam, the tension between philosophical rationalism and traditional textualism has produced a sharp epistemological polarization. Al-Ghazali offers a middle path by positioning reason as an instrument for understanding revelation rather than as an independent authority. Through his major works such as Tahāfut al-Falāsifah, Al-Iqtiṣād fī al-Iʿtiqād, and Iḥyā’ ʿUlūm al-Dīn, he formulates a hierarchical structure of knowledge beginning from sense perception, reason, revelation, to spiritual intuition (kashf) as an integration of rationality, morality, and spirituality. This study employs a library research approach with a descriptive-qualitative analysis of primary and secondary literature related to al-Ghazali’s epistemological framework. The findings reveal that religious moderation in al-Ghazali’s perspective is not a form of compromise but an epistemological and ethical balance between two extremes: rationalism without revelation and literalism without reflection. This synthesis gives rise to a paradigm of religiosity that is critical, contextual, and civilizational. In the contemporary context, al-Ghazali’s thought remains relevant in addressing the challenges of secularism, radicalism, and moral relativism, serving as a foundation for Islamic education and da’wah that foster critical reasoning, spirituality, and tolerance.
PENDIDIKAN ISLAM KONTEMPORER ANALISIS PEMIKIRAN AZYUMARDI AZRA DALAM MODERASI ISLAM DI INDONESIA Bat’sa Khoiro; Ali Ahmad Yenuri
Journal Multicultural of Islamic Education Vol 9 No 1 (2025)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/tqbqdy26

Abstract

Azyumardi Azra was a Muslim scholar born in Lubuk Alung, West Sumatra, on March 4, 1955. He was born to Azikar and Ramlah and was the third of six siblings. He was also a productive writer, producing not only books but also articles published in national and international journals. Many of his writings focus on history and contemporary educational issues relevant to the present time. His brilliant ideas are often used as solutions to various problems in Indonesia. One of his greatest achievements was transforming IAIN Syarif Hidayatullah into UIN Syarif Hidayatullah in 2002, during his tenure as the tenth rector of UIN Syarif Hidayatullah. In this study, the research problem formulated by the researcher is: How is the concept of contemporary Islamic education analyzed through the thoughts of Azyumardi Azra?This research is a library study, as data were collected using documentation sourced from written works in the literature. The descriptive-hermeneutic approach, using double-movement hermeneutics, is a research method focused on describing and interpreting the meaning of the phenomena studied. In this context, the researcher attempts to gain a deeper understanding of the texts and intellectual context of Azyumardi Azra’s thoughts and their application within the framework of Islamic education in Indonesia. The results of the study show that Azyumardi Azra’s ideas regarding the concept of contemporary Islamic education provide significant benefits to the Muslim community. Important aspects of his thinking include the democratization of education, educational modernization, educational quality, the integration of science and religion, and character education. The relevance of Azra’s contemporary Islamic education to religious moderation lies in its efforts to shape Muslim individuals who understand religious teachings comprehensively, are tolerant of differences, and are capable of interacting positively within a pluralistic society.
ANALISIS PERBANDINGAN PENDEKATAN PENDIDIKAN MULTIKULTURAL DI INDONESIA DAN DUA NEGARA MAJU (AMERIKA SERIKAT, INGGRIS) Irma Nur Agustin; Mokhamad Mahrus; Muslikh; Teguh Prasetyo; Alif Masruri Abdul Haq; Lukman Chakim
Journal Multicultural of Islamic Education Vol 9 No 1 (2025)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/gwv7md92

Abstract

This study aims to compare the history, goals, and models of multicultural education in the United States, the United Kingdom, and Indonesia. The study focuses on analyzing the similarities and differences in multicultural education approaches in the three countries through qualitative research using a desk study method. Data sources were obtained from journals, books, policy documents, and the latest scientific publications (2019–2025), then analyzed using content analysis techniques to identify themes, concepts, and evolving patterns of approaches. The results show that multicultural education in the United States emerged as a response to racial discrimination in the 1960s, while in the United Kingdom it developed rapidly due to the large influx of immigration after World War II. In Indonesia, multicultural education has strengthened since the 1998 Reformation era as a strategy to address ethnic and religious diversity and potential social conflict. This study recommends that Indonesia needs to develop a multicultural education model based on an inclusive curriculum, a pedagogy of equality, and an empowering school culture to strengthen social cohesion and tolerance.  
PERBANDINGAN IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DI INDONESIA DAN MALAYSIA: STUDI LITERATUR Achmad Firdaus; Dewi Luthfiyah; Mufarikha; M. Debi Wananda; M. Ridlwan Al-Khoir
Journal Multicultural of Islamic Education Vol 9 No 1 (2025)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/f9jeqm51

Abstract

This study aims to comparatively analyze the implementation of multicultural education in the education systems of Indonesia and Malaysia. This study is motivated by the importance of multicultural education in fostering an inclusive and tolerant society amidst the cultural, religious, and ethnic diversity of both countries. The method used is a literature study with a qualitative descriptive approach through the analysis of various sources such as journals, education policies, and official government documents. The results show that Indonesia implements multicultural education integratively by incorporating character, religious, and social values into various subjects and school activities, both in formal and non-formal institutions. Meanwhile, Malaysia implements multicultural education more systematically through the National Education System (Sysdik Kebangsaan) with two models: integrative and separate, supported by national policies and teacher training. Although both countries are committed to diversity, Malaysia excels in terms of policy support and implementation systems. This study recommends that Indonesia strengthen its policies and teacher training so that multicultural education can be implemented more effectively and comprehensively.
PENERAPAN NILAI NILAI MULTIKULTURAL DALAM PENDIDIKAN ISLAM DI INDONESIA, YORDANIA DAN TURKI: KAJIAN KOMPARATIF LITERATUR Ainul Rofiqo; Ariffah Nargis Tasliyah; Nurul Fajriah Wati; Mohammad Khoirul Anam; Umar Faruq; Zainul Arifin
Journal Multicultural of Islamic Education Vol 9 No 1 (2025)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/azwav295

Abstract

This study aims to analyze and compare the implementation of multicultural values within Islamic education in Indonesia, Jordan, and Turkey. The research employs a comparative literature review using content analysis of academic sources, government policies, and curriculum documents. The findings indicate that all three countries emphasize religious moderation, tolerance, justice, and dialogue as key foundations of Islamic education, yet each implements these values according to its socio-political context. Indonesia highlights multiculturalism grounded in ethnic diversity and pesantren tradition, Jordan focuses on religious moderation and counter-extremism, while Turkey balances Islamic ethics with nationalism within its secular educational framework. Specific findings reveal differences in curriculum structure, institutional models, and social orientations. The study implies that Indonesia must strengthen systematic multicultural education policies, enhance teacher training, and optimize the role of pesantren and schools as key environments for developing inclusive and moderate learners.
INTEGRASI NILAI MULTIKULTURAL DALAM PENDIDIKAN AGAMA ISLAM: STUDI PERBANDINGAN KONSEPTUAL ANTARA PEMIKIRAN BARAT DAN TRADISI ISLAM Maulana Malik Ibrahim; Muhammad Hasyim Asyari; Mambaul Usulil Khikmah; Muhammad Jakfar; Muhammad Masyhuri; Isyatil Fitri
Journal Multicultural of Islamic Education Vol 9 No 1 (2025)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/f9y56s88

Abstract

This conceptual and comparative study examines the integration of multicultural values within Islamic Religious Education (PAI) as an essential foundation for fostering inclusive, tolerant, and humanistic education. It aims to explore how the principles of multicultural education in Western thought correspond to and differ from the fundamental Islamic teachings derived from the Qur’an and Hadith. The discussion focuses on the compatibility between Western multicultural values such as equality, pluralism, and social justice and Islamic values of adl (justice), tasamuh (tolerance), tawazun (balance), and tawassuth (moderation). The study concludes that the integration of multicultural values into Islamic education should be carried out conceptually through curriculum development, pedagogical strategies, and moral exemplarity based on Qur’anic guidance and propethic and practice. This research uses a literature review method through searching national and international scientific journals, books on multicultural education theory, classical and contemporary PAI literature, and academic articles from 2015–2024. The analysis was conducted using a descriptive-comparative approach to identify conceptual similarities and differences between the two perspectives.
INTERNALISASI NILAI NILAI ISLAM MODERAT DALAM PENGAJIAN MUNAJAT JALANAN AGUS ROJIB IZZIL MUTTAQIN: (STUDI ETNOGRAFI PADA KAUM MARGINAL MALANG) Ahmad Rizal
Journal Multicultural of Islamic Education Vol 9 No 1 (2025)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/ve7kcx46

Abstract

Marginalized people, who often experience social, economic, and even spiritual marginalization, get new space to grow and develop in a more inclusive and loving environment. Therefore, the background of this thesis examines in depth the process of internalizing moderate Islamic values through the Street Munajat Study program intended for the Marginalized in Malang. This study uses a qualitative approach with an ethnographic design, which allows researchers to comprehensively explore the meanings contained in the study group. Data were collected through various techniques such as participatory observation, in-depth interviews, focus group discussions (FGDs), field notes, and visual and audio documentation. Information was obtained from various sources, including the study group caregivers, marginal community members, and related figures, who acted as key informants. Data analysis was carried out in stages through the process of editing, classification, analysis, and drawing conclusions, using a triangulation approach to verify the validity of the data. Researchers also conducted continuous in-depth observations (persistent observation) and compiled detailed descriptions (thick descriptions) to present a complete contextual picture. The results of this study indicate: A) Moderate Islamic values contained in the Agus Rojib Izzil Muttaqin Street Munajat study: 1. Tawassuth (Middle Attitude), 2. Tasamuh (Tolerance), 3. Rahmah (Compassion) B) The Process of Internalizing Moderate Islamic Values in Street Munajat Study for the Marginalized in Malang. 1. Inclusive and Humanistic Approach, 2. Conveying Values Through Simple Language C) Results of Internalizing Moderate Islamic Values in Street Munajat Study for the Marginalized in Malang. 1. Changes in Religious Mindset, 2. Increasing Social Solidarity
KOMPETENSI SPIRITUAL GURU SEBAGAI KEKUATAN PEDAGOGIS TRANSFORMASIONAL DALAM PENGUATAN MODERASI BERAGAMA DI MADRASAH Ahmad Fuad Bahalwan; Ha’niatul Khoiroh
Journal Multicultural of Islamic Education Vol 9 No 1 (2025)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/4sdva860

Abstract

This study examines the role of teachers’ spiritual competence as a foundational pillar in strengthening religious moderation values among students at Madrasah Aliyah Al Ibrahimy Konang Bangkalan. The research addresses the growing need for moderate Islamic education within Indonesia’s diverse social and religious context. Using a qualitative case study approach, data were collected through in-depth interviews, non-participatory observations, and documentation. The findings reveal that spiritual competence shapes the entire pedagogical process through five interconnected stages: identification of students’ initial values, integration of moderation principles into classroom instruction, teachers’ daily moral exemplification, habituation of religious practices, and systematic evaluation and reflection. These processes significantly influence students’ attitudes, particularly in developing tolerance, respectful communication, emotional maturity, and harmonious social interaction. The study concludes that teachers’ spiritual competence is not only a pedagogical asset but also a transformative force that nurtures students’ intellectual, moral, and spiritual development. This research contributes to strengthening theoretical insights into spiritual pedagogy and provides practical implications for enhancing moderate Islamic education in contemporary madrasah settings.

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