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Journal Education Multicultural of Islamic Society
Published by Universitas Islam Malang
ISSN : -     EISSN : 27769240     DOI : http://dx.doi.org/10.33474/jemois.v5i2
Core Subject : Education,
Education
Journal Education Multicultural of Islamic Society was published by the Institute of Research and Community Service of University of Islam Malang since January 2021 as the initial release on Volume 1, Number 1, 2021. Journal Education Multicultural of Islamic Society publishes articles bianually in a year and has been indexed in the database of Google Scholar, Indonesia One Search (IOS), Bielefeld Academic Search Engine (BASE), Garba Rujukan Digital (Garuda), Ministry of Religious Affairs Reference (Moraref), Crossref, Dimensions, WorldCat and registered in ICI (Index Copernicus International). The Editorial Team accepts articles in English. The submitted articles will be checked by the editorial team. Articles that are not in accordance with the journal criteria will be rejected without external review. Articles that meet with the journal criteria will be sent to peer reviewers. After finishing the review process, the articles will be returned to the author for revision. The editorial team makes decisions based on reviewer recommendations. Editorial Address: Department of Postgraduate Universitas Islam Malang MT. Hariyono, 193, Malang, East Java, Indonesia 65144 Tel. +62 82198932510 email: visibos@yahoo.com
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 56 Documents
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MULTICULTURAL ISLAMIC RELIGIOUS EDUCATION LEARNING Sufinatin Aisida
Journal Education Multicultural of Islamic Society Vol. 2 No. 2 (2022): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v2i2.18801

Abstract

This study discusses the learning of multicultural Islamic religious education at SMA Antartika Sidoarjo and SMA NU 1 Gresik, East Java. The research approach is qualitative, the type of research is a case study. The results showed that the learning components contained the values of multicultural Islamic education in Antarctica Sidoarjo High School and NU 1 Gresik High School, namely: teachers, students, objectives, materials, methods, media/sources, environment. The learning process is carried out by appreciating and accommodating the diversity of both the learning of Islamic Religious Education subjects as well as the learning of multicultural values, and school achievement. Multicultural Islamic Religious Education Learning Model in Antarctica Sidoarjo High School and NU 1 Gresik High School, which integrates all learning components based on multicultural Islamic values, with a scientific approach, in Antarctica High School found a learning model using a concept map approachKeywords:  Learning, Islamic Religious Education, Multicultural, High School
EXTERNALIZATION OF THE MULTICULTURAL ISLAMIC EDUCATION CURRICULUM AT SCHOOL Muhammad Sulistiono; Maskuri Maskuri; Nur Fajar Arief
Journal Education Multicultural of Islamic Society Vol. 2 No. 2 (2022): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v2i2.18802

Abstract

This research discusses the externalization of  multicultural Islamic education which has the same wedge in the realm of learning, namely a contextual approach.  So that externalization is a process of material association with application in everyday life, namely returning to the values that guide the life of the community. The search for multicultural values that became the foundation for the founding of the school. Then it turned into a guideline by the citizens of the school that reflected the experience of multicultural values.  Furthermore, it is used as a foundation in the multicultural Islamic religious education curriculum. Based on the researcher's findings on the focus of research on the externalization of  the multicultural Islamic education curriculum in schools which includes several aspects, namely; (1) the phenomenon of ideas, (2) the phenomenon of history, (3) the phenomenon of the reaction of society, (4) the phenomenon of social products.Keywords:  externalization, curriculum, multicultural Islamic education
ISLAMIC EDUCATION GENEALOGY AS THE BASIS OF TREATING RELIGIOUS PLURALISM AND RELIGIOUS COMMUNITY HARMONY Hasan Bisri
Journal Education Multicultural of Islamic Society Vol. 3 No. 1 (2023): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v3i1.19892

Abstract

This article discusses multicultural education as a relevant educational model used as a basis for caring for religious pluralism and religious harmony for the people of Karangpandan Village who have religious diversity. The background of this study is that there are many groups of intellect towards religious pluralism which ultimately distort national unity. Seeing these conditions, it is important to make real efforts in order to re-awaken the importance of religious pluralism and religious harmony. This study uses a qualitative approach with ethnographic types. The main objective of this research is to describe religious diversity, religious pluralism, and religious harmony and to treat religious pluralism and religious harmony in Karangpandan Village that is obtained from empirical data. To obtain a valid data, it is done by means of participant observation, in-depth interviews, and document analysis. Data sources were selected using a snowball sampling pattern, while the analysis was based on qualitative data/informants in the field using four types of qualitative data analysis techniques, namely domain analysis, taxonomy, componential analysis, and cultural theme analysis. The results of this study indicate that the formal findings of this research is the collaborative accommodative multicultural Islamic education model, that is, a plural society that has a dominant culture, makes certain adjustments and accommodations for the cultural needs of minorities, formulates and implements culturally sensitive laws, and provides freedom to minorities to maintain and develop their culture, otherwise the majority do not against the dominant culture and between the majority and minority groups collaborate to build and maintain a culture of society that implements the values ​​of multicultural education. Keywords: : Genealogy of Islamic Education, Religious Pluralism,
ADAPTATION OF SANTRI IN THE ISLAMIC RELIGIOUS EDUCATIONAL CULTURE Imam Bukhori; Yaqub Cikusin
Journal Education Multicultural of Islamic Society Vol. 3 No. 1 (2023): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v3i1.20004

Abstract

The objectives of the study are to describe, understand and analyze the Islamic religious educational culture at PZH Genggong which includes: the values ​​and customs of Islamic religious educational culture at PZH Genggong; the stages of the adaptation process by new santri in the Islamic religious educational culture at PZH Genggong; and the Multicultural Islamic Education model on the adaptation of santri in Islamic religious educational culture at PZH Genggong. In this study used a qualitative approach with ethnographic methods. Data collection was carried out through participant observation, in-depth interviews and documentation. Data analysis using interactive Miles-Huberman data analysis model and Spradley ethnographic analysis. The results of the study show that the values ​​in PZH Genggong are accumulated in the Satlogi Santri and the Sembilan Budi Utama Santri (Nine Main Virtues of Santri), all of which include in moral, religious and scientific values. These values ​​are then expressed in structured customs of yaumiyyah, usbu'iyyah, syahriyyah, and sanawiyyah. And the process of adaptation of santri in PZH Genggong culture goes through several stages of the process including physical and psychological preparation before boarding (preparation for change), living in boarding school is fun (phase 1 –honeymoon), not feeling at home in boarding school (phase 2 - frustation), the learning to be a good santri (phase 3 - readjustment), and the last is becoming a santri of PZH Genggong (phase 4 -resolution). The multicultural Islamic education model through the process of adaptation of santri to the culture of PZH Genggong consists of the main values ​​that exist in PZH Genggong which are accumulated in the Satlogi Santri and the Nine Main Virtues of Santri, the social structure of PZH Genggong consists of individuals and society, environment and customs, social interaction, the process of adaptation which is the process of adjusting the santri to the values ​​and customs of PZH Genggong, occurs and the social function as the output of the process of adaptation of santri in the culture of PZH Genggong is the transformation of the values ​​of Satlogy Santri and Nine Main Virtues of Santri which is then expressed in the customs of the santri so that there is social harmony in the life of the santri at PZH Genggong.
IMPLEMENTATION OF MULTICULTURAL ISLAMIC EDUCATIONAL VALUES AT THE NAVY ACADEMY Muhammad Syukur; Nur Fajar Arief
Journal Education Multicultural of Islamic Society Vol. 3 No. 1 (2023): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v3i1.20006

Abstract

Education and values of multiculturalism in Islam are an inseparable part of the development of values that live in society. No exception in Islamic religious education (PAI) for members of the naval military, multiculturalism is claimed to contain values that can act as the main glue in realizing integrity in people's lives. This research examines the implementation of multicultural Islamic education values in the Naval Academy (AAL), with a research focus (1) What are the values of multicultural Islamic education developed at the Naval Academy? (2) how is the process of implementing the values of multicultural Islamic education at the Naval Academy? and (3) What is the model for implementing the values of multicultural Islamic education at the Naval Academy? This research was conducted using a qualitative approach with a phenomenological type. The object of this research is devoted to the TK-III cadet education program for the 2016-2017 academic year. Several data collection techniques were used, namely in-depth interviews, participatory observation and documentation. The technique of checking the validity of the data used includes credibility, transferability, dependability, and confirmability. The data analysis of this research uses the Miles and Huberman model with three steps. The results showed three findings as follows. First, conceptually, the Naval Academy takes the view that the concept of brotherhood desired by Islam regarding the plurality of people is a concept of brotherhood or togetherness in multiculturalism. Second, the process of implementing multicultural Islamic values at the Navy Academy refers to the ISD (Instructional System Design) system in its development reflects top-down military-style values. Third, in terms of the implementation model, the Naval Academy implements contextualized learning experiences, with the main focus being on the value of flexibility in addressing multicultural values. These values are then developed into several, such as professionalism, etiquette, humanity, togetherness, honesty, tolerance and respect for differences.
CONSTRUCTION OF ISLAMIC CHARACTER EDUCATION MULTICULTURAL PERSPECTIVES AT TEBUIRENG ISLAMIC BOARDING SCHOOL JOMBANG Saihul Atho’ A’alul Huda; Maskuri; Djunaidi Ghony
Journal Education Multicultural of Islamic Society Vol. 3 No. 1 (2023): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v3i1.20046

Abstract

The issue of character education and morality for the Indonesian generation entering the era of society 5.0 has received serious attention from all circles, both from the government and the community. This is motivated by the fact that there are a number of cases concerning morality and national character which are increasingly showing a shift and need to be improved immediately. Pesantren Tebuireng is well aware of this phenomenon. This pesantren has implemented character education for a long time, and even since the first time this institution was founded. The view that has always been used as a guide for this pesantren is al-muhafadzatu 'ala al-Qadimi al- Salih wa al-Akhdu bi al-Jadidi al-Ashlah.`The purpose of this study is to uncover, describe, analyze, and then provide an interpretation of the research findings; 1) Exploration of the Value of Multicultural Perspective Character Education 2) Practice of Multicultural Perspective Character Education and 3) Construction Model of Multicultural Perspective Character Education. The theory used in the value exploration aspect uses the Grand Theory of multiculturalism offered by Abdullah Aly. Meanwhile, in the construction and practical aspects, Peter L. Berger and Thomas Luckman, Imam al-Ghazali, James A. Banks, and Thomas Likona's theories are used. This research method is categorized as qualitative research while the approach is a case study. Data collection techniques were carried out through, a) observation, b) in-depth interviews c) document analysis. The data source was selected through a snowball pattern (snowball sampling). While the data analysis technique refers to the interactive model of Miles, Huberman, and Saldana, namely through; (1) data condensation; (2) presentation of data, and (3) drawing conclusions. Confirmability is carried out through data collection, data reconstruction. Checking the validity of the data is done through extension of participation, persistence of observation, and triangulation. The results of this study indicate that: 1) the exploration of the character values of the multicultural perspective that grows and develops in this boarding school there are 22 values which are conceptually grouped into three parts: a) the values of nationalist characters, b) values of social character, c) religious values 2) the praxis of educational learning is implemented through activities and various dimensions or approaches. 3) Thus, the findings of the new model in this study are a multiculturalist spiritual construction model and a transformative construction model: Traditional & Modern integration.
ISLAMIC EDUCATION VALUES IN BUILDING A SPIRIT OF RELIGIOUS HARMONY IN WINDU VILLAGE Ainul Khalim
Journal Education Multicultural of Islamic Society Vol. 1 No. 2 (2021): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v1i2.10661

Abstract

Windu Village is one of the villages in the Karangbinangun District, Lamongan which has itsuniqueness, ownnamely the existence of two adherents of different religions, namely Islam and Christianity who live in harmony with one another. The creation of this harmony cannot be separated from the values ​​of Islamic education taught in the village of Windu, whether organized by schools or the community. The purpose of this study is to describe, analyze, and interpret the phenomena of socio-cultural life based on empirical data obtained in the field (ideographical) regarding: 1) the values ​​of Islamic education which are used as a foothold in building religious harmony in Windu Village, Karangbinangun District. Lamongan; 2) reasons for the practice of Islamic education as a spirit to build religious harmony in Windu Village, Karangbinangun Lamongan District; and 3) the process of implementing Islamic education to build religious harmony in Windu Village, Karangbinangun Lamongan District. This research is a qualitative research with a type of phenomenology. Data collection techniques using participant observation techniques, in-depth interviews, and documentaries. The technique of determining informants using purposive sampling and snowball sampling techniques. The data analysis technique uses the interactive model analysis technique of Miles and Huberman. While the data validity test technique used triangulation technique. The results of this study indicate that: first, the values ​​of Islamic education which are used as a foundation in building religious harmony in Windu Village are the values ​​of knowing each other (ta'aruf), moderate (tawasuth), tolerant (tasamuh), mutual help (ta'aruf), moderate (tawasuth), tolerant (tasamuh), mutual help (ta'aruf). 'awun), and balance or harmony (tawazun).
SPIRIT OF MULTICULTURAL ISLAMIC RELIGIOUS EDUCATION IN BUILDING COMMUNITY TOLERANCE ATTITUDES Zainuddin Zainuddin
Journal Education Multicultural of Islamic Society Vol. 1 No. 2 (2021): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v1i2.10663

Abstract

The harmony and peace that appears in the majority Muslim community and vice versa is the majority of non-Muslims, it is very important to be investigated, especially in relation to cultivation and the form in maintaining it, among others with the attitude of Tasamuh. Therefore, the scope of this research is about the value of Tasamuh, how to internalize it, and the Tasamuh attitude model in increasing harmony for the community, which is based on Multicultural Islamic Religious Education in the villages of Kedungrejo. The purpose of this study was to describe, analyze, and provide interpretation of: The values ​​of toleransi attitudes based on multicultural Islamic education in Kedungrejo Rowokangkung Lumajang and Tunjungrejo Yosowilangon Lumajang Villages. Internalization of the values ​​of the Tasamuh attitude based on multicultural Islamic religious education in Kedungrejo Rowokangkung Lumajang and Tunjungrejo Yosowilangon Lumajang Villages. The community Tasamuh attitude model based on multicultural Islamic religious education in Kedungrejo Village Rowokangkung Lumajang. The research method used is qualitative with the type of multi case study research. Researchers collected data by means of in-depth interviews, participant observation, and documentation. Meanwhile, data analysis by presenting data, data reduction, and drawing conclusions in each case was then followed by a comparative study of the two cases. As for checking the validity of the researchers' data, it is done by means of credibility, transferability, dependability, and confirmability. This research resulted in: First, Tasamuh attitude values ​​that continue to exist in the villages of Kedungrejo .The first case, such as the value of equality, the value of caring, the value of mutual respect, the value of positive exchange, the attitude of mutual help and recognition of everyone's rights. The second case is the value of patience, the value of grace, the value of loyalty to understanding others, the value of empathy and the value of togetherness. culture, Social Care, Social Service, Increased understanding, appreciation and experience of religious values.
BUILDING MULTICULTURAL CHARACTERS BASED ON PESANTREN VALUES Miftahus Salam
Journal Education Multicultural of Islamic Society Vol. 1 No. 2 (2021): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v1i2.10690

Abstract

Pesantren has long historical source in Indonesia as an educational institution. The adaptive nature of Pesantren and accepting students from various realities leading up to be one of education icon. Pesantren Al Hasani Al Latifi, which is more familiarly known as Pesantren Kauman Bondowoso, is an Islamic boarding school with a multicultural character. The multicultural reality at the Kauman Islamic Boarding School are carried out internally for Pesantren residents, as well as for the people of Kauman Village in general. This article intends to discuss the problem of building a multicultural character based on the values of the Pesantren in Kauman Islamic boarding school Bondowoso. This research is qualitative and the type of case study because of the characteristics and paradigm of Kauman Islamic Boarding School. Researcher as instruments as well as data collectors will carry out observations, interviews, and document retrieval. Data obtained in three ways, namely interviews, observation, and documentation. Data analysis in this study, data analysis was carried out since data collection as a whole and was checked over. The results of the study state a multicultural character with four indicators, that is tolerance, democracy, equality, and justice, reinforced by the values of the Pesantren, Pancabakti. It contains devotion to Allah and His Messenger, Devotion to Religion, Devotion to Teachers, Devotion to Parents, Devotion to Society, Nation, and State. The multicultural character is in synergy with the Pesantren Pancabakti is the main asset in building a space for students' awareness of multicultural characters. Second, understanding the multicultural character means strengthening the emotional sensitivity of Santri regarding indicators of multicultural character and also Islamic boarding school service. Indicators of multicultural character in Kauman Islamic Boarding School, which are synergized with the Islamic Boarding School Pancabakti, make the spectrum of multicultural characters broader and have a religious dimension. Third, multicultural character-based actions carried out by caregivers and Ustadz, are efforts to combine the areas of awareness and understanding of the Santri to accustom students to acting according to multicultural characters. Building multicultural character-based attitude action is given by exemplary in the form of mutual respect, mutual respect, and giving the same treatment regardless of the background of the students.
TASAMUH BEHAVIOR IN PERSPECTIVE OF MULTICULTURAL ISLAMIC EDUCATION Romadlon Chotib; Maskuri Maskuri
Journal Education Multicultural of Islamic Society Vol. 1 No. 2 (2021): Journal Education Multicultural of Islamic Society
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jemois.v1i2.10981

Abstract

Tasamuh is part of a commendable attitude in association, mutual respect and tolerance between one another starting from opinions, views, beliefs, and habits, with tasamuh being able to respect the differences in society or the nation better especially in countries that have a complex culture such as Indonesia. Tasamuh is an attitude that is highly emphasized in Islam. If this tasamuh of multicultural Islamic education in bahtsul masail, it can become a conference scientific treasure. In this study, the researcher intends to describe, analyze, provide interpretations about; tasamuh of multicultural Islamic education attitudes in bahtsul masail,  tasamuh of multicultural Islamic education in bahtsul masail, and multicultural Islamic education values can reinforce the tasamuh bahtsul masail attitude at the Bahtsul Masail Nahdlatul Ulama Institute in East Java. The method that used in this research is qualitative ethnographic type, data collection techniques with participant observation, in-depth interviews, and documentation. The analysis by Miles and Huberman what is called data reduction. After the data was obtained, it was analyzed using descriptive-qualitative method. Next, the conclusions are formulated using deductive methods. To checking the validity of the data used triangulation techniques, member checks, and discussions with colleagues. The result of research in the field show that the values of tasamuh in bahtsul masail can be proven in the form of: tolerance, ta’awwun (help each other), patient and forgiving, friendly (friendly and gentle), easy to accept and respect others, and keep hanging out in a good way even if it’s different. The form of tasamuh behavior that the researchers found in the bahtsul masail were; be generous in all differences, foster a sense of compassion for others, avoid acts of violence and chaos, increase human dignity, maintain social norms and customs, and foster an attitude of responsibility. Multicultural Islamic education values that found in affirming the tasamuh bahtsul masail behavior are in the form of; habituation with al-hiwar (debate dialogue) al-amtsal (parables and images), al-ta’awwud (self-habituation), al-uswah (exemplary), al-ibrah wal-mau’idhah (likeness and reasoning), al-targhib wat-tarhib (pleasing and frightening), as well as with solawat and dhikr.

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