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Pendidikan Multikultural
Published by Universitas Islam Malang
ISSN : 25494317     EISSN : 2686083X     DOI : -
Core Subject : Religion, Education,
Religion Education
Jurnal Pendidikan Multikultural ini diharapkan membuka wawasan dan kemudian mengembangkannya di masa-masa mendatang.
Arjuna Subject : -
Articles 69 Documents
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THE IMPLEMENTATION OF MULTICULTURAL ISLAMIC EDUCATION VALUES IN LEARNING ISLAMIC RELIGIOUS EDUCATION (PAI) IN SCHOOL Khoirul Anwar
Jurnal Ijtihad Vol 5, No 2 (2021): AGUSTUS
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v5i2.12271

Abstract

This article is the result of research conducted at two multicultural elementary schools with multi-religious students and teachers. This research was intended to determine the value of multicultural education and the implementation of these values in Islamic religious education learning. This research utilized a qualitative approach with the type of case study. The data in this research were successfully gathered by means of observation, in-depth interview, and interpretation of related documents. Furthermore, the data in this research were then analyzed by using Robert K Yin’s case analysis which contains five phases of analysis, specifically: (1) Compiling, (2) Disassembling, (3) Reassembling (and Arraying), (4) Interpreting, and (5) Concluding. Subsequently, a cross-site analysis was carried out by comparing and combining the findings obtained from each site. The research results showed that the values of multicultural Islamic education in PAI learning were successfully implemented by teachers through several stages, including: First; integrated multicultural values in the school’s vision, mission, and goals, PAI Syllabus, and PAI Lesson Plans. Second; conducted learning process by using additive, transformative and social action approaches. Third; utilized democratic learning method by using various learning strategies such as dialogue, simulation and role playing, applied exemplary method, and mudzakaroh method. Fourth; evaluated the learning process by covering three assessment domains, particularly cognitive domain, affective domain, and skill domain. Fifth; practiced learning multicultural values in religious activities and social activities held by the school.Keywords : Implementation, Multicultural values, Islamic education learning
INTEGRASI NILAI MULTIKULTURAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI DAERAH PASCA KONFLIK Saepudin Mashuri
Jurnal Ijtihad Vol 5, No 1 (2021): FEBRUARI
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v5i1.10321

Abstract

 Artikel ini berkenaan dengan integrasi nilai multikultural dalam pembelajaran PAI di sekolah dengan setting sosial masyarakat Poso pasca konflik yang sedang membangun perdamaian. Penelitian ini bertujuan untuk mengungkapkan proses integrasi nilai multikultural dalam pembelajaran PAI di SMKN 1 dan SMAN 3 Poso, Sulawesi Tengah. Penelitian ini menggunakan pendekatan kualitatif dengan studi multisitus di dua sekolah yang memiliki karakteristik umum yang sama. Teknik pengumpulan data, yaitu: wawancara mendalam, observasi partisipan dan studi dokumentasi. Analisis data dilakukan dengan metode komparatif konstan untuk menemukan persamaan, perbedaan dan hubungan temuan penelitian di kedua situs. Hasil penelitian ini menunjukkan bahwa nilai multikultural yang diintegrasikan di kedua sekolah adalah kontekstual dengan realitas keragaman peserta didik, masyarakat dan upaya membangun perdamaian di sekolah dan daerah Poso pasca konflik. Kemudian, nilai multikultural  yang diitegrasikan bersifat universal yang mencakup: saling memaafkan, kasih sayang, saling menghormati, kepedulian, toleransi, kebersamaan dan perdamaian. Proses integrasi nilai multikultural dilakukan melalui empat pendekatan, yaitu: formal-tekstual, sosial-kontekstual, kontributif-kultural dan aditif-tematik dengan empat bentuk integrasi, meliputi: normatif, interpersonal, sosial dan budaya lokal.Kata Kunci: Integrasi, Nilai Multikultural, Pembelajaran PAI, Perdamaian, Sekolah Pasca Konflik This paper deals with multicultural values integration in Islamic education learning takes place on the social setting of post-conflict schools and society who are building peace. The purpose of this study is to reveal the process of multicultural values integration in Islamic education learning at di SMKN 1 dan SMAN 3 Poso, Central Sulawesi. The study is a qualitative approach with multi-sites study in two schools with same general characteristics. The data collection techniques are: in-depth interview, partisipant observation, and document study. Analysis was carried out by comparative constant analysis to find smillarities, difference, and correlation of the results of the research in two schools. The results of the study indicate that integration of multicultural values in Islamic education learning in  both schools are contextual with the reality of students diversity, society and effort to build peace in the post - conflict  schools  and Poso area. Then, the integrated of multicultural values is universal. The values are forgiveness, compassion, mutual respect, care, tolerance, togetherness, and peace. The process of multicultural values integration in Islamic education learning in both schools has been performed through four approaches. The approaches consist of: formal-textual, social-contextual, contributive-cultural, and additive-thematic. While its forms of the integration include: normative, interpersonal, social, and local culture.Key Words: Integration, Multicultural Values, Islamic Educatin Leaning, Peace, Post-Conflict Schools 
MASIFIKASI PENDIDIKAN PANCASILA SEBAGAI UPAYA PENCEGAHAN TERORISME DI INDONESIA Susani Triwahyuningsih; Herma Yusti
Jurnal Ijtihad Vol 4, No 2 (2020): AGUSTUS
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v4i2.8046

Abstract

Pancasila merupakan ideologi bangsa, yang juga sebagai salah satu sumber ilmu pengetahuan yang harus dipelajari oleh setiap subyek bangsa, khususnya kalangan pembelajar. Mereka harus paham hakikat urgensinya ideologi Pancasila. Kalau hal ini bisa terwujud secara masif dalam kehidupan bangsa ini, maka akan menjadi kekuatan besar atau fundamental untuk menghadapi atau mencegah ideologi yang dsebarkan oleh komunitas teroris. Para teroris tidak akan berhenti melancarkan serangan secara fisik dengan segala instrument kekerasan maupun dengan menggunakan serangan ideologis, yang diantaranya menggunakan doktrin ideologisnya untuk melemahkan dan menghancurkan ideologi Pancasila. Jika hal ini bisa dilakukan dan diterima Sebagian bangsa secara terus menerus, maka tentulah menjadi problem ancaman yang serius.Kata kunci: pendidikan, pencegahan, terorisme, doktrin, ideologi Pancasila is the ideology of the nation, which is also a source of knowledge that must be studied by every subject of the nation, especially among students. They must understand the essence of the urgency of the Pancasila ideology. If this can be massively realized in the life of this nation, it will become a major or fundamental force to face or prevent the ideology spread by the terrorist community. The terrorists will not stop launching attacks physically with all instruments of violence or by using ideological attacks, which include using their ideological doctrine to weaken and destroy the Pancasila ideology. If this can be done and accepted by some nations on an ongoing basis, then it will certainly become a serious threat problem.Keywords: education, prevention, terrorism, doctrine, ideology
PEMBUDAYAAN NILAI-NILAI PENDIDIKAN AGAMA ISLAM MULTIKULTURAL PADA AKADEMI KEPERAWATAN PEMERINTAH KABUPATEN GRESIK Elvi Wahyudi
Jurnal Ijtihad Vol 4, No 2 (2020): AGUSTUS
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v4i2.7399

Abstract

Keperawatan merupakan salah satu bentuk pelayanan kesehatan. Selain diharapkan meningkatkan dan mengembangkan potensi dalam pelayanan kesehatan, dalam konteks Keberagaman (multikultural) perawat juga dituntut mampu memberikan pelayanan sesuai dengan nilai-nilai Islam. Jenis penelitian adalah kualitatif  dengan pendekatan etnografi yang mengambil setting di Akademi Keperawatan Pemerintah Kabupaten Gresik. Teknik pengambilan data yang dilakukan menggunakan teknik wawancara, observasi, dan studi dokumentasi. Implikasi hasil penelitian ini secara berhubungan dengan teori nilai pendidikan agama Islam berbasis multikultural dalam dunia keperawatan sedangkan secara praktis berimplikasi terhadap Akademi Keperawatan Pemerintah Kabupaten Gresik dalam rangka pembinaan mahasiswa yang beraneka sebagai persiapan profesi sebagai perawat harus memiliki pengaruh terhadap tingkah laku, sikap dan pola pikir. Demikian juga bagi pihak pemerintah baik pemerintah daerah, provinsi maupun pusat dalam  pengembangan nilai-nilai pendidikan agama Islam multikultural.Kata kunci: keperawatan, multikultural, nilai-nilai, pelayanan, Islam The study of Multicultural Islamic Education in the multicultural society’s social interaction relationship in Laban illustrates the social interactions of the people of Laban which have educational values of children and succeding generations. The findings of this study are; 1) the existance of the multicultural character of the people of Laban through the habit of imitating the prevailing traditions of ancestors and imitating what parents do and commanded. 2) there is no balance between literal / textual with contextual learning. From these findings, can be taken lesson in the education theory as follows: 1) multiculturalism in the character of society will be better if more often conduct social interaction activities. 2) There is a need for a balance between text and context to produce moderate education. Because the education that is conduct through experience and giving examples of reality will produce a realistic understanding, but there is no detailed explanation yet. Meanwhile, the development of education conducted through the understanding and delivery of material according to the literature will generate theoretical knowledge, has not guaranteed appropriate in its implementation in reality.Keywords: nursing, multicultural, values, service, Islam
THE ROLE OF ISLAMIC BOARDING SCHOOLS IN BUILDING SPIRITUAL VALUES, NATIONAL VALUES AND CULTURAL VALUES IN INDONESIA Mirhabun Nadir
Jurnal Ijtihad Vol 5, No 2 (2021): AGUSTUS
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v5i2.12268

Abstract

Reading pesantren in the modern paradigm is a very urgent and interesting study. Because, we can know the extent of the strength of pesantren in facing the horizons of the social life of the Indonesian people. It can also be faced with criticisms that arise against pesantren. The criticism is in the form of its credibility as a traditional Indonesian educational institution in dealing with technological advances and responding to contemporary problems that are emerging and must be immediately found.Islamic boarding schools have multiple roles that other educational models do not have, the role of pesantren covers various basic aspects of the life of the Indonesian nation, providing values that further strengthen the existence of the Unitary State of the Republic of Indonesia, the values given by pesantren can be categorized into three kinds of values; Spiritual Values, National Values and Cultural Values.Keywords: Pesantren, Value, Spiritual, Nationality, Culture.
KOMPETENSI MULTIKULTURAL GURU PENDIDIKAN AGAMA ISLAM Abdul Halim; Maskuri Maskuri
Jurnal Ijtihad Vol 5, No 1 (2021): FEBRUARI
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v5i1.10322

Abstract

 Indonesia sebagai negara majemuk dengan keberagaman budayanya memerlukan sosok guru yang mempunyai kompetensi multikultural dalam proses pendidikannya. Hal ini didasarkan pada pentingnya guru yang menyadari realitas kehidupan bangsa Indonesia. Terlebih lagi bagi guru Pendidikan Agama Islam yang menginternalisasikan nilai-nilai agama kepada peserta didik. Ia dituntut untuk dapat melaksanakan proses pembelajaran sesuai dengan realitas bangsa yang multikultur, oleh karena terkadang agama dijadikan alasan untuk abai terhadap keragaman budaya serta bersikap eksklusif kepada peserta didik. Kajian ini berupaya untuk mendeskripsikan dan menganalisis kompetensi multikultural guru PAI dan implementasinya dalam pembelajaran. Lokus kajian ini berada pada forum Musyawarah Guru Mata Pelajaran Pendidikan Agama Islam kabupaten Mojokerto. Penelitian ini menggunakan metode fenomenologi dengan arti bahwa bagaimana guru menyadari keberagaman yang ada dalam kehidupan terhadap relevansi kebutuhan kompetensi multikultural guru PAI. Hasil penelitian menyatakan pertama bahwa dalam konteks kehidupan multikultural dan keragaman peserta didik, guru PAI dituntut untuk mempunyai kompetensi keilmuan, multikultural, profesional, sosial dan leadership. Kedua, ruang lingkup kompetensi multikultural dapat diklasifikasikan pada aspek sikap positif, basis pemahaman multikultural, skill pedagogi dan kompetensi leadership guru PAIKata Kunci: Kompetensi Multikultural, Guru PAI As a pluralistic country, Indonesia with its cultural diversity requires a teacher having multicultural competence in the educational process. Based on the importance of teachers who are aware of the realities of Indonesian life. Especially for Islamic Religious Education teachers who internalize religious values to students. The Required teacher can carry out the learning process appropriate towards the reality of a multicultural nation because occasionally belief in religion was taken as an excuse to ignore cultural diversity and having exclusive on facing students. This study aims to describe and analyze the multicultural competence of Islam Education teachers and its scope. The study focused on the Forum on Islam Education Subject Teacher for junior high school in Mojokerto regency. The research uses the phenomenological method, it means teacher awareness of diversity, needs multicultural competence. The research states, first, in the context of multicultural life and diversity of students, craved Islam education teachers who have a knowledge base, multicultural, professional, social, and leadership competencies. Second, the scope of multicultural competence can be classified into aspects; positive attitudes, the basis of multicultural understanding, pedagogical skills, and leadership competencyKeywords: Multicultural Competence, Islamic Education Teacher
FORUM KERUKUNAN UMAT BERAGAMA (FKUB) DALAM PENANAMAN SIKAP TASAMUH MASYARAKAT Dediek kurniawan
Jurnal Ijtihad Vol 5, No 1 (2021): FEBRUARI
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v5i1.10317

Abstract

  Penelitian ini bertujuan untuk mengkaji dan mengungkap tentang nilai-nilai sikap tasamuh/toleransi yang sudah ditanamkan oleh jajaran pengurus FKUB Jombang dalam perspektif pendidikan Islam di dua dusun, yakni dusun Ngepeh kecamatan Ngoro dan dusun Subontoro kecamatan Mojoagung. Penelitian ini merupakan penelitian deskriptif kualitatif, subjek dalam penelitian ini adalah pengurus FKUB, tokoh agama dan masyarakat juga perangkat desa/dusun dari 2 kecamatan (Ngepeh Ngoro dan Subontoro Mojoagung). Teknik pengumpulan data yang digunakan adalah pengamatan (observasi partisipan), wawancara dan dokumentasi. Teknik analisis data berlangsung secara simultan yang dilakukan bersamaan dengan proses pengumpulan data dan menarik kesimpulan atau verifikasi. Pemeriksaan keabsahan data menggunakan teknik trianggulasi, member check dan diskusi dengan kolega.Dengan menggunakan teori “qobul akhor” yang dicetuskan oleh Milad Hanna dan dipertajam dengan teori “al-insan madaniyyun bit-thob’i” oleh Ibnu Khaldun, penelitian ini memiliki beberapa kesimpulan. Berbagai nilai-nilai tasamuh yang juga disampaikan Mukti Ali juga yang ditemukan di lapangan antara lain: Saling Menghormati dan Menghargai, Saling Mengerti dan Memahami, Kesadaran sikap Adil dan jujur, Mengakui hak orang lain, Berjiwa falsafah pancasila, Silaturrohim/Pertemuan dan Kunjungan kerja. Nilai-nilai sikap toleransi baik intern maupun antar agama benar-benar dapat dirasakan oleh masyarakat lintas agama Jombang dengan terwujudnya kerukunan dan kedamaian pada stabilitas kehidupan kerukunan yang ada pada daerah-daerah yang ada di kabupaten Jombang terfokus pada 2 dusun/desa yang ada di Jombang yakni Ngepeh Rejoagung dan Subontoro Mojotrisno Jombang.Kata kunci: FKUB, Tasamuh, Masyarakat Jombang. This study aims to study and reveal the values of tasamuh / tolerance that have been instilled by the FKUB Jombang management in the perspective of Islamic education in two hamlets, namely Ngepeh hamlet, Ngoro district and Subontoro hamlet, Mojoagung district. This research is a qualitative descriptive study, the subjects in this study were FKUB administrators, religious and community leaders as well as village / hamlet officials from 2 sub-districts (Ngepeh Ngoro and Subontoro Mojoagung). The data collection techniques used were observation (participant observation), interviews and documentation. Thedata analysis technique takes place simultaneously which is carried out simultaneously with the data collection process and draws conclusions or verification. Checking the validity of the data used triangulation techniques, member checks and discussions with colleagues.By using the theory of "qobul akhor" which was coined by Milad Hanna and sharpened by the theory of "al-insan madaniyyun bit-thob'i" by Ibn Khaldun, this research has several conclusions. Various tasamuh values that were also conveyed by Mukti Ali were also found in the field, including: Mutual Respect and Respect, Mutual Understanding and Understanding, Awareness of Fairness and Honesty, Recognizing the Rights of Others, Having Pancasila Philosophy, Gatherings / Meetings and Work Visits. The values of tolerance both internally and between religions can truly be felt by the interfaith community in Jombang with the realization of harmony and peace in the stability of the life of harmony that exists in areas in Jombang district, focused on 2 hamlets / villages in Jombang. namely Ngepeh Rejoagung and Subontoro Mojotrisno Jombang.Keywords: FKUB, Tasamuh, Jombang Society
KONSTRUKSI PENDIDIKAN MULTIKULTURAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS MULTI AGAMA Suharnianto Suharnianto
Jurnal Ijtihad Vol 4, No 2 (2020): AGUSTUS
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v4i2.7412

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis; eksternalisasi, objektivasi, dan internalisasi nilai-nilai pendidikan multikultural dalam pembelajaran pendidikan agama Islam berbasis multiagama di SMKN 3 Kabupaten Pamekasan. Metode penelitiannya menggunakan  pendekatan kualitatif berjenis fenomenologi. Hasil  penelitian menunjukkan: pertama eksternalisasi, yaitu  penyesuaian  diri dengan budaya dan pendidikan yang ada di lembaga. Kedua objektivasi, yaitu  sebuah interaksi antara guru  dan  murid saat menjalankan proses pendidikan, dan guru memberikan contoh hal yang baik kepada peserta didik dengan berperilaku sopan santun dan saling menghormati. Ketiga internalisasi, yaitu individu mengidentifikasikan diri dengan lembaga, peserta didik merasa pendidikan sekolah multikultural menjadi bagian  dari  dirinya sehingga  menjalankan tanpa  ada paksaan dengan peserta  didik menirukan hal yang diberikan guru pada peserta didik.Kata kunci: konstruksi, nilai multikulturalisme, agama, peserta didik This study aims to describe and analyze; externalization, objectivity, and internalization of multicultural education values in the multi-religious based Islamic education learning at SMKN 3 Pamekasan. The research method uses a qualitative approach of phenomenological type. The results showed: first, externalization, namely self-adjustment to the culture and education in the institution. The second objectivity, which is an interaction between teacher and student during the education process, and the teacher provides examples of good things to students by behaving courtesy and mutual respect. The third is internalization, namely individuals identifying themselves with institutions, students feel multicultural school education becomes a part of themselves so that running without any compulsion with students imitate what teacher is given to students.Keywords: construction, multiculturalism values, religion, students
POTENSI PENDIDIKAN HAK ASASI MANUSIA DALAM MEMPERSIAPKAN SISWA DALAM KONTEKS KERAGAMAN BUDAYA Muhammad Khairil Mustofa
Jurnal Ijtihad Vol 5, No 1 (2021): FEBRUARI
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v5i1.10323

Abstract

 Pendidikan hak asasi manusia sangat diperlukan dalam mempersiapkan siswa yang hidup dalam konteks masyarakat multikultural. Pendidikan hak asasi manusia mempunyai potensi besar memberikan kontribusi mendasar dalam menanamkan prinsip-prinsip demokrasi dan hak asasi manusia bagi siswa. Namun lingkungan sekolah yang menjadi tempat pelaksanaan pendidikan hak asasi manusia memiliki persoalan dan tantangan tersendiri yang berpotensi menghambat terlaksananya pendidikan hak asasi manusia. Sehingga diperlukan komitmen kuat dari sekolah untuk memaksimalkan potensi pendidikan hak asasi manusia dengan menciptakan lingkungan sekolah yang kondusif bagi terlaksananya prinsip-prinsip demokrasi atas dasar hak asasi manusia.Kata Kunci: hak asasi manusia, demokrasi, partisipasi, Human rights education is indispensable in preparing students who live in the context of a multicultural society. Human rights education has great potential to make a fundamental contribution in imparting the principles of democracy and human rights for students. However, the school environment where human rights education is implemented has its own problems and challenges that have the potential to hinder the implementation of human rights education. So it requires a strong commitment from schools to maximize the potential of human rights education by creating a school environment that is conducive to the implementation of democratic principles based on human rights.Keywords: human rights, democracy, participation,
MULTICULTURAL MENTALITY CONSTRUCTION IN ISLAMIC EDUCATION AT INDONESIAN ISLAMIC BOARDING SCHOOL Amirul Mu’minin
Jurnal Ijtihad Vol 5, No 2 (2021): AGUSTUS
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v5i2.12266

Abstract

This discussion is related to the construction of the multicultural metality of santri, especially orphaned and elderly students, starting from how orphaned and elderly students are educated to be able to get a strong mentality, also how they are educated to accept religious diversity and respect each other. This research is a case study type field research with a qualitative approach. This approach is used because the data will be taken directly from interviews to the main source, observations at research locations, observations on events, and tracing of documents which are all narrated and decrypted to obtain comprehensive understanding The mental form of Islamic boarding school students' mental education sources of Allah's religion (SPMAA) Turi Lamongan, among others: religious (righteous), patient, knowledgeable (pious), trustworthy (trustworthy), inviting goodness (da'wah), balancing between the world and the afterlife, tolerant, and openness that make students become human beings who religiousize and humanize humans.Keywords:  construction, multicultural mentality, Islamic boardingschool

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