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ASKHABUL KIROM
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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 114 Documents
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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.
STRATEGI INTERNALISASI NILAI-NILAI ISLAM MODERAT MELALUI KURIKULUM PAI DALAM MEWUJUDKAN LINGKUNGAN BELAJAR TOLERAN DI SEKOLAH MULTIRELIGIUS (STUDI DI SMP 1 BAURENO) Andika Darmawan; Ali Ahmad Yenuri
Journal Multicultural of Islamic Education Vol 9 No 2 (2026)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/wkaybg29

Abstract

Religious diversity within the school environment is a social reality that requires a wise and contextual educational approach in order to create a conducive, inclusive, and harmonious learning climate. In multireligious schools such as SMPN 1 Baureno, Islamic Religious Education (PAI) plays a crucial role in instilling moderate Islamic values as a foundation for developing tolerant attitudes, without neglecting the strengthening of students’ religious identity. This study aims to examine strategies for internalizing moderate Islamic values through the PAI curriculum and to analyze the efforts undertaken by the school to maintain the consistency of students’ religious identity amid intensive interfaith interactions. This research employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, and subsequently analyzed using the interactive model proposed by Miles and Huberman. The findings indicate that the internalization of moderate Islamic values is implemented through the integration of these values into instructional planning, the application of dialogical and collaborative learning strategies, educators’ role modeling, and the reinforcement of school culture through religious activities and positive habituation. Meanwhile, the strengthening of students’ religious identity is carried out through the deepening of religious creed (aqidah), the provision of worship facilities in accordance with each belief, counseling assistance, and collaboration among the school, parents, and the surrounding community. The findings of this study emphasize that the success of religious moderation education in multireligious schools is largely determined by the school’s ability to maintain a balance between fostering tolerance and strengthening religious commitment. Theoretically, this study contributes to the development of religious moderation studies in the field of education, while practically it offers recommendations for the development of a PAI curriculum oriented toward the formation of religious, moderate, and tolerant character.
IMPLEMENTASI PENDIDIKAN ISLAM MODERAT DALAM MEMBENTUK KARAKTER RELIGIUS DI PONDOK PESANTREN DARUTHOLIBIN SOTO TUBAN Shiva Nurul Fitria; Ali Ahmad Yenuri
Journal Multicultural of Islamic Education Vol 9 No 2 (2026)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/nv5kdz51

Abstract

Education is not only tasked with educating the nation but also building a nation that has a religious character. Seeing many cases related to various kinds of social problems such as moral crises and so on. Of course, this is a big problem for our nation. When discussing morals, of course it is closely related to morals, manners and character. One of the educational institutions that really focuses on these aspects is Islamic boarding schools. Islamic boarding schools are educational institutions that are expected to form a religious character because almost all of the lives of students are regulated by the regulations in Islamic boarding schools. Seeing the many successes of Islamic boarding schools in forming character, of course there are implementations and implications. So this thesis raises the following problems: how is the implementation of moderate Islamic education in forming religious character at the Daruttholibin Soto Islamic boarding school. This research uses a type of case study research with a descriptive-qualitative method, namely research produced with descriptive data in the form of words and written or spoken words from the objects observed. Data collection techniques are carried out through: Observation, Interviews and Documentation. The results of the research show that: The implementation of religious character education that has been implemented at the Darutholibin Islamic boarding school includes congregational prayers, muhadhoroh, familiarization with tahfidz Qur'an, commemorating Islamic and national holidays, giving awards to students who excel, and principles exemplary.
TRANSFORMASI PENDIDIKAN PESANTREN MENUJU MODEL PENDIDIKAN ISLAM INKLUSIF DALAM MEWUJUDKAN EKOSISTEM MULTIKULTURAL SANTRI Jazilurrahman; Miftahus Salam
Journal Multicultural of Islamic Education Vol 9 No 2 (2026)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/51wtes65

Abstract

This study aims to describe and analyze in depth the Transformation of Islamic boarding school education towards an inclusive Islamic education model in realizing a multicultural ecosystem of students at the Nurul Jadid Paiton Probolinggo Islamic boarding school. In order to obtain data from the research results, a study was conducted with a qualitative approach and a type of ethnographic case study. This research was conducted at the Nurul Jadid Islamic boarding school, which is located in Karanganyar Village, Paiton District, Probolinggo Regency. This research was conducted from January to March 2026. The data collection technique used the snawball sampling technique. The data sources used were primary and secondary. Data collection techniques with participant observation, in-depth interviews and documentation. While the data analysis technique used the Spradley model with four types of analysis, namely domain analysis, taxonomic analysis, component analysis, and theme analysis. The results of this study indicate that the transformation of Islamic boarding school education towards an inclusive Islamic education model in realizing a multicultural ecosystem for students at the Nurul Jadid Paiton Probolinggo Islamic boarding school is the role model of inclusive exemplary Kiai, construction of inclusive Islamic education policies, development of an integrative and adaptive inclusive Islamic education curriculum, integration of inclusive values ​​in the learning process at school and internalization of inclusive values ​​through Islamic boarding school religious and social practices.
PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS MULTIKULTURAL: STUDI TENTANG FAKTOR  PENDUKUNG DAN PENGHAMBAT Mambaul usulil khikmah AS; Isyatil Fitri; Ainul Rofiqo; Nurul Fajriah Wati
Journal Multicultural of Islamic Education Vol 9 No 2 (2026)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/rgq0e822

Abstract

This study aims to identify and analyze supporting and inhibiting factors in the implementation of multicultural-based Islamic Religious Education (PAI) learning in educational settings. This study used a qualitative approach with a descriptive approach. Data collection techniques were conducted through observation, interviews, and documentation, involving school principals, PAI teachers, and students as informants. Data analysis employed an interactive model encompassing data reduction, data presentation, and conclusion drawing. Data validity was tested through source triangulation. The results indicate that supporting factors for multicultural-based PAI learning include teacher competence in understanding and integrating diversity values ​​into learning, school policies supporting inclusive education, a heterogeneous learning environment, and the use of contextual and participatory learning methods and media. Furthermore, attitudes of tolerance, openness, and mutual respect among students contribute to the successful implementation of this learning. Inhibiting factors include teachers' limited understanding of the concept of multiculturalism, a lack of professional training and mentoring, the limited availability of multicultural-based teaching materials, and the persistence of stereotypes, prejudice, and the potential for social conflict among students. Furthermore, suboptimal institutional support also hinders the implementation of this learning.
MODERASI BERAGAMA: REORIENTASI NILAI TOLERANSI DALAM IMPLEMENTASI KURIKULUM PAI Andini Nur Afifih; Rani Diana Putri; Mazro’atul Maslachah; Ni’matul Waladiyah; Ali Sodikin
Journal Multicultural of Islamic Education Vol 9 No 2 (2026)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/9sq2a242

Abstract

This study aims to analyze the relevance of religious tolerance values in the implementation of the Islamic Religious Education (PAI) curriculum at UPT SMP Negeri 24 Gresik. The study focuses on how tolerance values are integrated into PAI learning, the strategies used by teachers in instilling tolerance values, as well as the supporting and inhibiting factors in their implementation. This research employed a qualitative approach with a descriptive case study design. Data were collected through observation, interviews, and documentation. The informants consisted of Islamic Religious Education teachers, the principal, students, and other relevant parties. Data analysis was conducted using the interactive model of Miles and Huberman, including data reduction, data presentation, and conclusion drawing. The validity of the data was ensured through source triangulation and technique triangulation. The results of the study indicate that the implementation of religious tolerance values at UPT SMP Negeri 24 Gresik has been integrated into the PAI learning process through contextual learning materials related to respecting differences, living harmoniously, and maintaining good social relationships. Teachers applied discussion methods, question-and-answer sessions, group work, and dialogical approaches to foster students’ tolerance attitudes. The findings also show that students demonstrated tolerant behavior in their social interactions, such as cooperating, respecting others, and maintaining harmonious relationships with peers. Supporting factors in implementing tolerance values include a conducive school environment, positive school culture, teachers’ role models, and collaboration between schools and parents. Meanwhile, inhibiting factors include differences in students’ character and understanding, external environmental influences, and the impact of social media. Therefore, continuous character education and collaboration between schools, families, and communities are needed to strengthen the implementation of religious tolerance values in schools.
ANALISIS BUKU AJAR PAI DAN BUDI PEKERTI KELAS XI: PERSPEKTIF NILAI-NILAI PENDIDIKAN MULTIKULTURAL Alif Masruri Abdul Haq; Teguh Prasetyo; Maulana Malik Ibrahim
Journal Multicultural of Islamic Education Vol 9 No 2 (2026)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/3563nf34

Abstract

This study is motivated by the importance of cultivating an attitude of tolerance, justice, humanism, and democracy in Indonesian society, which has a diversity of religions, cultures, languages, and social backgrounds. This study aims to examine the content of multicultural education values ​​in the Islamic Religious Education and Character Building textbook for grade XI. The study uses a descriptive qualitative approach with a library research type. The main data was obtained from the Islamic Religious Education and Character Building textbook for grade XI, then analyzed using content analysis techniques combined with critical analysis. The results show that the textbook contains various multicultural education values ​​reflected in the learning materials, inspirational stories, reflections, and learning evaluations. The values ​​found include tolerance (tasamuh), justice (al-‘adālah), humanism (basyariyah), and democracy (al-hurriyah). The presence of these values ​​indicates that Islamic Religious Education textbooks not only function as a medium for transferring religious knowledge, but also as a means of forming students' characters that are inclusive, moderate, and respectful of diversity in social life.
PERAN MA’HAD AL-MUBAROKAH MTsN 1 LAMONGAN DALAM MEMBENTUK SIKAP MODERAT SANTRI Alvina Salma Bariroh; Zulfa Safitri; Irene Isfandiar Alvyati; Ali Ahmad Yenuri
Journal Multicultural of Islamic Education Vol 9 No 2 (2026)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/db1s2252

Abstract

The diversity of Islamic interpretations within the Muslim community, particularly in intra-religious contexts such as differences in schools of thought (madhhab), Islamic organizations, and religious practices, often gives rise to exclusivist attitudes, fanaticism, and a lack of appreciation for differences. This condition presents a significant challenge for Islamic education, which is expected not only to transmit knowledge but also to cultivate moderate character among learners. This study employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation. The research informants included the head of the ma’had, teachers (ustadz/ustadzah), and students. Data analysis followed the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, method triangulation, and time triangulation to enhance the credibility of the findings. The findings reveal that Ma’had Al-Mubarokah plays an important role in shaping students’ moderate attitudes through three main mechanisms: habituation of communal life, exemplary conduct of teachers, and the implementation of student rules.
PENGEMBANGAN SISTEM EVALUASI PEMBELAJARAN PAI BERBASIS MULTIKULTURAL DALAM PERSPEKTIF MODERASI BERAGAMA M. Debi Wananda; M. Ridlwan Al-Khoir; M. Hasyim Asyari; Askhabul Kirom
Journal Multicultural of Islamic Education Vol 9 No 2 (2026)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/6p0sk557

Abstract

Islamic Religious Education (PAI) plays a crucial role in shaping the character of students in Indonesia's diverse society. However, evaluation of PAI learning has so far focused primarily on cognitive aspects such as memorization and mastery of material, while aspects of attitude, tolerance, and religious moderation have not received adequate attention. This situation has resulted in the values ​​of diversity and respect for differences not being fully internalized in the learning process. This study aims to describe and analyze the development of a multicultural-based PAI learning evaluation system from a religious moderation perspective. The study employed library research with a historical-philosophical approach and content analysis techniques. Data sources were obtained from regulations, books, and scientific journals relevant to the research theme. The study results indicate that development of PAI evaluation needs to be carried out through a reorientation of evaluation objectives, integration of multicultural values ​​into learning materials, diversification of assessment instruments, strengthening the role of teachers, and creating an inclusive school culture. Thus, PAI evaluation measures not only knowledge but also students' attitudes and behaviors in respecting diversity and applying the values ​​of religious moderation in daily life.
PENGUATAN MODERASI BERAGAMA DAN HARMONI SOSIAL MELALUI PENDIDIKAN AGAMA ISLAM DI SMPN 12 GRESIK Angela Eka Rismadianfi; Siti Aisyah; M. Muizzuddin
Journal Multicultural of Islamic Education Vol 7 No 2 (2024)
Publisher : Pascasarjana PAI Multikultural Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/9hpydf22

Abstract

This study aims to examine the reinforcement of religious moderation through Islamic Religious Education (IRE) and its contribution to fostering students’ social harmony in SMPN 12 Gresik, a multicultural secondary school in Indonesia. Employing a qualitative descriptive approach, the study collected data through in-depth interviews, participant observation, and document analysis involving Islamic Religious Education teachers, students, and school administrators. Data were analyzed using the Miles and Huberman interactive model, encompassing data reduction, data display, and conclusion drawing. The findings reveal that the reinforcement of religious moderation is implemented through the integration of values such as tolerance, respect for diversity, social cooperation, and inclusivity within both classroom learning and the broader school culture. Islamic Religious Education teachers play a pivotal role in cultivating students’ moderate religious attitudes through dialogical pedagogical practices and social role modeling. Furthermore, students’ social harmony is strengthened through open social interactions, an inclusive school environment, and collaborative activities that transcend religious and social differences. The study concludes that Islamic Religious Education serves as a strategic instrument for promoting religious moderation and fostering social cohesion within multicultural educational settings. These findings underscore the importance of integrating inclusive religious values into educational practices to support peaceful coexistence and strengthen intercultural understanding among students.

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